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Beijing Academy of Artificial Intelligence 855

2014-52/2855/en_head.json.gz/6948

College of Arts & Humanities Home Message from the Interim Dean Geoffrey Herbach The Andreas Endowment College of Arts & Humanities > Award Winning Faculty > Page address: http://www.mnsu.edu/carts/faculty_awards/dist_faculty_G_Herbach.html Award Winning Faculty - Geoffrey Herbach Geoffrey Herbach Biography Minnesota State University, Mankato, Minnesota Book Award Geoffrey Herbach is Assistant Professor of English, Creative Writing Track, at Minnesota State University, Mankato. He was recently granted the Minnesota Book Award, and holds his M.F.A. in Creative Writing. Geoff is the author of the award-winning Stupid Fast Young Adult book series, and teaches at the University when he is not writing. His classes focus on fiction and long story, both in script and book form. Geoff also writes radio scripts, shows and musicals. Geoff thoroughly enjoys teaching, and uses discussion as a basis for writing in his classes. He began writing young adult novels because reading teens are more successful and happy than others, in all areas of their lives. Geoff makes frequent reading appearances around Minnesota, and can be contacted for requests on his website. Geoff’s fourth young adult novel will be on bookshelves in the summer of 2014, and he is currently working on comedic TV/webisode scripts with writing partners and a producer. He hopes to have some material filmed and distributed in the coming year. Geoff lives in Minnesota with his tall wife and their two perfect kids. For more information on Geoff Herbach, please visit http://www.geoffherbach.com http://herbachisamess.wordpress.com/ 2013 Minnesota Book Award 2011 Cybils Award for Best YA Novel Best of Book Listings: American Booksellers Association The Miracle Letters of T. Rimberg Stupid Fast Nothing Special I’m With Stupid Contact Owner: College of Arts & Humanities

教育

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Middle Eastern students discuss human rights July 15 and 17 at Bozeman Public Library DirectoriesA-Z Index University Communications > MSU News Middle Eastern students discuss human rights July 15 and 17 at Bozeman Public Library July 10, 2014 Subscribe to MSU Newsletters E-mail: Bobcat Bulletin Bobcat Bulletin is a weekly e-newsletter designed to bring the most recent and relevant news about Montana State University directly to friends and neighbors via email. Visit Bobcat Bulletin. MSU Today e-mail brings you news and events on campus thrice weekly during the academic year. Visit the MSU Today calendar. Subscribe Fifth Annual Cat Walk set for Aug. 22 Open house at MSU’s Brick Breeden Fieldhouse set for Aug. 20 MSU suggests routes to help students navigate one-way streets during move-in period MSU earns top Montana spot in global ranking Online course helps parents, professionals assist traumatized children MSU News ServiceTel: (406) [email protected] Nineteen college students visiting Montana State University from 14 Middle Eastern and Northern African countries will speak about human rights in their home countries in two roundtable discussions set for 7-9 p.m. Tuesday, July 15, and Thursday, July 17, in the community room of the Bozeman Public Library. The students hail from countries that include Syria, Egypt, Libya, Palestine, Israel, Saudi Arabia and more. They are studying at MSU in July as part of the U.S. State Department’s Middle East Partnership Initiative, a public diplomacy initiative between the U.S. and countries in the Middle East and North Africa. MSU is one of six campuses across the country selected for a MEPI Study of the United States Institute. The program focuses on the development of the participants’ leadership skills and expanding the students’ understanding of American democratic processes and culture. It includes an academic program conducted by scholars and other professionals with expertise in leadership, cross-cultural communication, conflict resolution, human rights and service learning. Following their time at MSU, the students will tour Montana's Blackfeet Indian Reservation, Glacier National Park and Seattle before ending their program in New York City. Participants are also invited to attend an alumni conference in the Middle East or North Africa within one year of the conclusion of the program, and present ideas about projects they would like to implement in their home countries. For more information on the roundtables, contact Janelle Rasmussen in MSU’s Office of International Programs, 994-7602. Janelle Rasmussen (406) 994-7602, [email protected]

教育

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Michigan Tech Board of Control Authorizes Design of New Student Apartments Last Modified 3:34 PM, July 20, 2009 At its regular meeting today, Michigan Technological University's Board of Control authorized planning and design work for new apartment-style housing for students on the Michigan Tech campus. The $16.5 million construction will add 192 beds.The new apartments will be built behind West McNair Hall. The University's goal is to complete construction by fall 2010.Michigan Tech needs additional on-campus housing because enrollment continues to grow, said Les Cook, vice president for student affairs. Already this year, the University is expecting 236 more students than it had in fall 2007"The University anticipates continued growth, so we must act now to prepare for future housing needs," Cook said.At Michigan Tech, as nationally, there is a trend toward students preferring to live on campus. Those students seek quality accommodations with apartment-style amenities, he explained. Newly constructed on-campus housing also will include state-of-the-art safety features.Russell Gronevelt, new chair of the Michigan Tech Board of Control, accepted the gavel from the outgoing chair, Kathryn Clark. He welcomed board members to Alumni Weekend, Aug. 7-9, 2008, and announced new committee chairs, including Academic Affairs--Kathryn Clark; Finance and Audit--Stephen Hicks; Presidential Review--Marty Richardson.After a closed session during which Board members discussed President Glenn D. Mroz's annual performance evaluation, Gronevelt said: "We have concluded that President Mroz is doing an excellent job as president of our University. We appreciate his outstanding leadership and the management team that he has put together and retains. We believe that Michigan Tech is fortunate to have such an exceptional president."Gronevelt reported on new research funding:* National Science Foundation, $599,978 to the Michigan Tech Center for Water and Society, for 18 need-based scholarships for graduate students to explore economic, social, environmental and international aspects of sustainability.* University of Alaska Fairbanks, $301,156 to Michigan Tech�s Rail Transportation Program to develop railroad engineering best practices for areas of deep seasonal frost and permafrost.* National Science Foundation has established the Center for Fundamental Studies of Advanced Sustainable Iron and Steel. The industry-university cooperative research center will operate as a partnership between Michigan Tech and the University of Utah, with Michigan Tech serving as the lead institution. Its goal is to improve sustainability in the iron and steel industry by making maximum use of renewable resources and developing innovative methods to prevent pollution and reduce emissions while increasing energy efficiency. Thirteen companies have already committed to participating.The Board of Control approved professor emeritus status for Janice Glime, Martha Janners and Don Lueking, Department of Biological Sciences; Gary Agin, Department of Physics; and Terry Monson, School of Business and Economics.Michigan Technological University is a leading public research university, conducting research, developing new technologies and preparing students to create the future for a prosperous and sustainable world. Michigan Tech offers more than 120 undergraduate and graduate degree programs in engineering, forestry and environmental sciences, computing, technology, business and economics, natural and physical sciences, arts, humanities and social sciences. Michigan Tech Board of Control Gives President Vote of Confidence, Salary Increase Campaign Chair Dave House Gives Michigan Tech $10 Million, Largest Gift in University History School of Business and Economics Unveils New Stock Ticker State Authorizes $25 Million for Great Lakes Research Lab at Michigan Tech Funeral Services Announced for Student Who Died in Car Accident

教育

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SJP tower for Pearson in Hoboken takes step forward (Rendering from SJP) Pearson Education has taken another step toward fulfilling its pledge to retain 900 jobs in New Jersey, as the textbook publisher broke ground today on the development of its future corporate headquarters in downtown Hoboken. Though the publisher had originally planned to move its current operations in Upper Saddle River and Old Tappan to New York, the state Economic Development Authority in September 2011 approved an Urban Transit Hub tax credit for Pearson of up to $66 million over 10 years for the publisher to relocate hundreds of jobs within New Jersey — which the company formally committed to execute during its ceremonial lease signing near the Hoboken site in February.Will Ethridge, CEO of Pearson North America, said in a statement the company chose to relocate to downtown Hoboken because "the leadership of Pearson and Hoboken share a passion for innovation, and we believe that this community is precisely the type of vibrant, stimulating center for media, technology and digital services for businesses like ours."In prepared remarks, Lt. Gov. Kim Guadagno said today's groundbreaking "demonstrates that New Jersey's highly skilled labor force and vibrant city centers are continuing to attract significant investment to the benefit of the entire state."Before Pearson retains 900 jobs in a move to its new corporate headquarters in July 2014, Jeff Schotz, executive vice president of leasing and marketing for the site's owner, SJP Properties, said the project will generate 600 construction jobs.The 500,000-square-foot mixed-use building is the final piece of Hoboken's 26-acre waterfront master plan and the last phase of SJP's three-building office and retail development that first broke ground more than a decade ago.Following the $150 million Waterfront Corporate Center III project's completion in June 2014, Pearson plans to occupy five floors of the 14-story office tower.Though SJP has seen increasing demand for office leases from the financial services and publication industries in Hoboken, Schotz said the firm has not yet secured tenants for the remaining 25,000 square feet of ground-floor retail space and 275,000 square feet of office space in the building.However, Schotz said Waterfront Corporate Center I and II were "both fully leased before their completion in June 2002 and June 2003, respectively — and we have every hope and belief we will have the same success for this third and final project."

教育

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/ March NYU and Shanghai Partner to Create NYU Shanghai A New Degree-Granting Campus in NYU’s Global Network University Martin Lipton, Chair of NYU’s Board of Trustees; John Sexton, President of NYU; and Yu Lizhong, President of East China Normal University -- on behalf of the Shanghai Municipal Education Commission and Pudong Special District and ECNU -- today announced that they have reached an agreement to create NYU Shanghai, a comprehensive research university with a liberal arts and science college in China’s financial capital, the first American university with independent legal status approved by the Ministry of Education. For NYU, the creation of NYU Shanghai is another major step in the evolution of NYU as the first global network university -- standing with NYU New York and NYU Abu Dhabi as a degree-granting portal campus. The global network provides a new architecture for the University, an organic integrated system permitting faculty and students to move easily from within the system to pursue their scholarly interests. In this regard, the architecture of the University incarnates in the free flow of its community the free flow of ideas that has long characterized the academic disciplines and the advancement of thought. In addition to the three portal campuses, the network includes a dozen other global academic sites on six continents, including new sites under development in Washington, DC, and Sydney, Australia. NYU’s global network was recently recognized with the Sen. Paul Simon Award for Campus Internationalization by NAFSA: Association of International Educators. A full explanation of the global network university idea that can be found online by clicking here. For China, the creation of NYU Shanghai is a major step in the country’s higher education reform. It expresses a commitment to incorporate internationally accepted standards of university design and administration into China’s efforts to expand access to higher education pursuant to its National Long-term Educational Reform and Development Program. Mr. Sexton said, “This is a magnificent day for NYU. In the 21st century, NYU is evolving from being, in the words of its founder, Albert Gallatin, ‘in and of the city’ to being ‘in and of the world.’ New York and Shanghai enjoy a natural affinity as world capitals; as vibrant, ambitious, and forward-looking centers of commerce and culture; as magnets for people of talent. As we did in Abu Dhabi, here in Shanghai we have found visionary partners, and our joint effort to create NYU Shanghai emerges out of a common belief in the indispensible value of higher education and in the special opportunities that can be created when the world’s greatest cities join forces. This will be a great university and a great partnership.” Three Shanghai partners worked with NYU to create NYU Shanghai: the Shanghai Municipal Education Commission (which is responsible for all education initiatives within the city); Pudong New Area (the district that has led the city’s explosive growth over the past two decades); and East China Normal University (ECNU is one of China’s most active universities in the formation of international partnerships, and is among the research universities that have made the greatest progress in recent years. It has hosted the NYU’s Shanghai existing Study Away site since 2006, and NYU will look to ECNU in particular for guidance on educational issues within China). Yu Lizong, President of East China Normal University, declared, “Our past partnership with NYU has been a relationship of great value to both universities. With the opening of NYU Shanghai, we believe that relationship will deepen, to the benefit of students and faculty alike.” Al Bloom, Vice Chancellor for NYU Abu Dhabi, said, “NYU Abu Dhabi is delighted to welcome NYU Shanghai to our Global Network University. With NYU Shanghai as our partner, we will be able to offer our students even more powerful training in global leadership, to generate research that is enriched by a greater diversity of perspectives, and to model transnational higher education that more effectively serves an informed, productive, just, and cooperative world.” Dr. Allan E. Goodman, President and CEO of the Institute of International Education, said, “China is a major destination today for international students. NYU’s vision better connects the world we share and is changing what international education means for both students and faculty.” NYU Shanghai’s first class of undergraduate students will enter in September 2013. The campus is expected to be a magnet for student talent from around the world, with up to half the students to be drawn from China itself. In another first, its admissions process -- which will be highly selective -- will be the first to consider a broader set of admissions criteria than the GaoKao national higher education entrance examination. NYU has the discretion to determine all academic matters, including the development of curriculum, staffing of faculty, and the selection of students. Academic developments for NYU Shanghai will be overseen by Richard Foley, NYU’s Vice Chancellor for Strategic Planning -- who will report directly to the president of the University -- in conjunction with David McLaughlin, NYU’s Provost. Administrative and operational developments will be overseen by R. May Lee, NYU’s Associate Vice Chancellor for Asia. As in NYU Abu Dhabi, schools and units at NYU’s New York campus will be intimately involved in the shaping both faculty and curriculum at NYU Shanghai. The undergraduate curriculum will provide a comprehensive liberal arts education, requiring all students to become firmly grounded in the humanities, social sciences, and natural sciences before pursuing in-depth study in a major discipline. Classes will be conducted in English and in accordance with the principles of academic freedom associated with American colleges and universities. Pedagogical features are expected to include small student-faculty ratios, research experiences, and debate-based discussions. Students will be encouraged to engage in critical analysis and open inquiry. And, unique to the NYU global network university model, students can spend as many as three semesters studying in New York, in Abu Dhabi, or in one of the other NYU global sites that form what the University calls its “circulatory system.” As a comprehensive research university, NYU Shanghai will support world-class academic research, as well as graduate and professional education. It is expected that NYU Shanghai will quickly distinguish itself in disciplines where NYU is recognized for its intellectual leadership, including, among others, economics and social sciences, mathematics, the biological sciences, neural science, philosophy, art history, the cinematic and performing arts, and professional studies such as business, law, and finance. It is expected that these areas of scholarly excellence will be greatly enhanced by the intellectually vibrant atmosphere of Shanghai. At maturity, NYU Shanghai could be home to as many as 3,000 undergraduate, graduate, and professional students. Classroom, laboratory, dormitory, and campus life space will all be provided in the heart of Pudong, not far from the site of last year’s Shanghai World Expo. NYU Shanghai will be fully self-sustaining through a combination of government support, tuition, and charitable contributions. Shanghai and Pudong have also made a commitment to NYU that will allow NYU Shanghai to provide world-class research opportunities. NYU Shanghai will have a range of student services similar to those at its Washington Square campus: athletic programs; student clubs and co-curricular activities; career counseling; student residential programming; and the kind of health, wellness, and counseling programs for which NYU has been nationally recognized. Editors’ Notes/Additional Facts New York University New York campus is located in the heart of New York’s Greenwich Village. Founded in 1831, it is one of America’s leading research universities – with some 43,000 undergraduate, graduate, and professional students -- and a member of the selective Association of American Universities. Among its faculty, students, and alumni are recipients of the Nobel prize, the Abel prize, the National Medal of Science, the National Medal of the Arts, the Pulitzer prize, Rhodes Scholarships, Marshall Scholarships, Truman Scholarships, the Academy Award, and the Tony Award, among many other distinctions. NYU is one of the largest private universities in the U.S., and its student support programs have been nationally recognized. Through its 18 schools and colleges, NYU conducts research and provides education in the arts and sciences, law, medicine, business, dentistry, education, nursing, the cinematic and performing arts, music, public administration, social work, and continuing and professional studies, among other areas. NYU is widely known for having one of the most expansive and successful global programs in higher education, with portal campuses in New York and Abu Dhabi, and global academic sites in Europe, Africa, Asia, the Middle East, South America, and forthcoming sites in Washington, DC and Australia. According to the Institute of International Education, NYU sends more students to study abroad than any other U.S. university, and has one of the largest groups of international students and scholars. In 2009, NYU’s research funding exceeded $270 million, and NYU was among the top 50 universities in the world numbers of articles published in the prestigious science journal Nature in 2010. From 2004 to 2008, the University received more income from the licensing of technologies developed at NYU than any other US university, and in the past 20 years more than 55 start-ups have been formed around NYU discoveries and ideas. NYU’s student support services have won multiple awards: its career counseling service won excellence awards in 2007 and 2010 National Association of Colleges and Employers; its Student Health Center won a 2010 American College Health Association award for innovative practices; and in 2009 and 2010, NYU’s student services were awarded six Gold Excellence and two Silver Excellence awards from the National Association of Student Personnel Administrators. In the last eight years, the Princeton Reviews poll of high school seniors in the United States has placed NYU as the #1 “Dream School” four times and always in the top five. The Global Network, NYU Abu Dhabi John Beckman | (212) 998-6848 NYU has reached an agreement to create NYU Shanghai, a comprehensive, degree-granting, liberal arts campus in China’s financial capital. Pictured above is President John Sexton (center) with Yu Lizhong, president of East China Normal University. Below: scenes from the ceremony in Shanghai.

教育

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Bob Dylan is Cal U.-bound Bob Dylan, shown performing in London in June 2011, is coming to California University of Pennsylvania. For the third time in seven years, Bob Dylan will be appearing in Washington County. The legendary singer-songwriter has been booked for an April 13 appearance at California University of Pennsylvania’s 6,000-seat convocation center. Tickets for Cal U. students, staff and faculty will go on sale at 10 a.m. Thursday and will be available to the general public at 10 a.m. Saturday through Ticketmaster outlets. Members of the Cal U. community must visit the convocation center box office in person to purchase tickets. Sales are limited to two tickets per student ID. The stop at Cal U. is part of a tour of colleges and universities Dylan is undertaking in the spring and “the location of the convocation center at Cal U. – on the campus of a major university, and easily accessible to college students from both Pittsburgh and Morgantown, W.Va. – makes this venue ideal for a tour that’s targeted toward students,” said Michael Silva, the convocation center’s general manager, in a news release. The Los Angeles band Dawes will be opening the show. The Newsboys, a Christian rock group, will be headlining an April 11 concert at the convocation center, which opened in 2011 amid much controversy over its size and cost. The 71-year-old Dylan, who has toured almost constantly over the last 25 years, played at Consol Energy Park in North Franklin Township in 2006, on a bill that included blues guitarist Jimmie Vaughan and country musician Junior Brown. He returned in 2009 on a tour of minor league baseball parks with Willie Nelson and John Mellencamp. Dylan also made several appearances at what was then called the Star Lake Amphitheatre outside Burgettstown in the 1990s.

教育

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« ‘Grey-area programs’ Schumer urges colleges to start cracking down on ‘study drug’ abusers By GAVIN PATERNITI , Save | Comments (8) | Post a comment | The number of Western New York college students taking unprescribed stimulants is estimated to be at approximately 12,500. A statement released by the office of Sen. Charles Schumer said between 15 and 35 percent of the nation's college students are taking the drugs for the purpose of pulling all-night study sessions. According to the release, the estimated 15 to 35 percent of the nation's college students are frequently using easy-to-obtain stimulants, such as Adderall, as a study tool. The abuse of these "study drugs" without the proper diagnosis can lead to anxiety, depression and even psychosis, the release said. "It's a matter of health, safety and academic integrity," Schumer said in a conference call with reporters. "This is like academic doping, and it poses some serious risks to our students' health. Kids are putting themselves at risk for an extra few hours of studying and better grades, and it's a dangerous trend in colleges across the country." Schumer is urging New York state colleges to take measures in tightening the standards they use in the prescription of the drugs to students that actually need them. He pointed out that these measures would provide no impediment to students that have legitimate diagnoses, who can benefit from the medications, but can help colleges to crack down on "fakers" who may be fraudulently obtaining the drugs from friends and university health centers. One strategy recommended by Schumer was to have colleges require information such as diagnostics and the psychological histories of students that require a prescription for the drugs. "We must ensure that the students who need this medication have access and help, but we also have to deter abuse," he said. "Any case of drug abuse is one too many, but conservative estimates hold that 15 percent of students in Upstate New York use these drugs each year." Schumer also recommended that university health centers refrain from prescribing the medications in-house if it becomes apparent that they don't have the available resources to properly monitor who is receiving them. "If the university clinic does not feel it has the resources, then they shouldn't fill the prescription," he said. When asked what prompted him to begin looking into the problem, Schumer said his office has been receiving calls from concerned parents throughout the state. "Parents are worried that these drugs are being (obtained) too easily," he said. "So we started looking in on it, and saw it was more serious than we'd imagined." Save | Comments (8) | Post a comment | Subscribe to Observer Today Dunkirk Weather Forecast, NY

教育

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Outreach Ministry Education Ministry Circle of Blessings The Sisters' Circle CFC Matching Program Camp Volunteer Calendar Annual Outreach Events Stewardship Stew•ard•ship - stoo-erd-ship the office, duties, and obligations of a steward the conducting, supervising, or managing of something, especially, the careful and responsible management of something entrusted to one's care Our Lady of Mercy Community Outreach Services is the name given to the actions of many who share “blessings of the heart.” That sharing is made possible through many gifts of prayer, time, talent and treasure. We take seriously our obligation as stewards of those gifts --- to use them to provide the maximum benefit for those we serve. Our Lady of Mercy practices stewardship in the following ways: Structure Origin of the organization – Our Lady of Mercy was begun by an outstanding act of stewardship. In 1989 the organization was created with a major financial gift from the Sisters of Charity of Our Lady of Mercy. They specified that their gift should be used to defray administrative costs. This provision makes giving to Our Lady of Mercy particularly attractive to donors. Their gifts go directly to those in need. Mission - Our mission is to break the cycle of poverty, not just to provide temporary relief. Above all, we are careful to act in ways that will not add to the burden of poverty by creating or prolonging dependency. Board of Directors, Staff, Volunteers - Many people are closely involved with Our Lady of Mercy, and represent a very broad cross section of the community. Their participation provides many layers of service and oversight. Independence of the organization- Our Lady of Mercy is an independent non-profit organization dedicated solely to helping those in need. We determine our priorities based on the needs of the people we serve. Control of Resources Financial controls - Our Lady of Mercy utilizes an effective system of internal controls to include separation of duties, a sound accounting system, sound personnel policies as well as a yearly review by an independent accounting firm. The Finance Committee of our Board oversees all financial reporting. Restricted gifts - Donors may make unrestricted gifts, or may specify that their gift is to be used for emergency assistance, educational programs, wellness services or the Neighborhood House. All donations are acknowledged, and donors are listed in our annual report unless they request anonymity. Careful assistance - Through personal attention and counseling, Our Lady of Mercy staff helps its clients break the cycle of dependency. At times, the staff recognizes that a client needs more help than they originally requested; occasionally a request is denied in order to avoid dependency or abuse of available resources. Reporting Annual report - Each year the Outreach publishes a report detailing its income, expenses, accomplishments, priorities, sponsors and donors. GuideStar - Detailed information on Our Lady of Mercy is available on the Internet through GuideStar , a national clearinghouse for information on nonprofit organizations. The information is updated annually. Participation Community orientation - The Outreach is in and of the community. We are blessed to be able to connect people needing help with those who can help. The executive director, many staff and Board members live in the community. The community knows us and we know them. Community leadership - The Board and staff are broadly representational of the community. Our Lady of Mercy frequently acts as a home and convener for other organizations that serve the community. Several local churches regularly “tithe” to us so that we might distribute more assistance to our neighbors. Service area - In order to maximize the effectiveness of available resources, our service area is limited to James, Johns and Wadmalaw Islands and, through the Neighborhood House, downtown Charleston. Volunteers - Our Lady of Mercy utilizes the talents of approximately 250 volunteers each year. Their participation magnifies the impact of other resources. Many service recipients eventually become volunteers and donors. ©2011-2014 Our Lady of Mercy Community Outreach · All Rights Reserved P.O. Box 607, Johns Island, SC 29457 Terms and Conditions

教育

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Business & Marketing FACS Health Occupations Trade & Technical Trade and Technical New York State Learning Standards Career Areas Trade & Technical Teacher Certification Assessments Cosmetology Occupations SkillsUSA CTE Program Approval Resources NYSED / P-12 / SO / CTE / Trade and Technical / SkillsUSA SkillsUSA Career and technical education student organizations serve over 25,000 young adults in New York State. Within the context of the career and technical education instruction program, student leadership organizations provide students interested in specific career areas with a range of individual, cooperative, and competitive activities. The United State Department of Education recognizes the career and technical education organizations in a policy statement signed by the Secretary of Education. Legislative support for these co-curricular and integral activities is included in current career and technical education legislation. SkillsUSA is a National Organization that provides students with educational experiences in leadership, teamwork, citizenship, and character development. The New York State SkillsUSA has over 12,000 members who are involved in many community service activities as well as competing in the SkillsUSA Championships held in Syracuse each spring. The first place winners go on to compete in the National SkillsUSA Championships held in Kansas City in June. Business and industry partners are directly involved in evaluating the students knowledge and skills. New York State SkillsUSA http://www.nysskillsusa.org/ National SkillsUSA http://www.skillsusa.org/ 3/30/10 SED Guidance on SkillsUSA Assessments & Program Approval Reports | FAQ | Contact

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2010 Outstanding Contribution Award Winner: Carlos Alvarado Carlos S. Alvarado has been a member of the PA since 1983. Alvarado is known in parapsychology mainly for two lines of work: his articles about various aspects of the past literature of the field and his reviews and research regarding out-of-body experiences. In addition, he has contributed to other topics such as sources of information in parapsychology and discussions of spontaneous phenomena. Alvarado has a BA in Psychology from the University of Puerto Rico, an MS in Parapsychology from John F. Kennedy University, an MA in History from Duke University, and a Ph.D. in Psychology from the University of Edinburgh. During his career Alvarado has been associated with the University of Virginia’s Division of Parapsychology (also during its period as Division of Perceptual Studies), the Institute for Parapsychology (now Rhine Research Center), and the Parapsychology Foundation. He is currently Scholar in Residence at Atlantic University. Published In: Outstanding Contribution Award

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District vows help for Sparks Middle School will not fade with time When Pete Etchart of the Washoe County School District's operations office called the city of...- 8:47 am Sparks Middle School students return: 'Today is a beginning' (watch videos) The Batman collectibles, Star War posters and the sign that reads, 'Thou shall not annoy Mr.- 8:07 pm Map and database: Arrests in Washoe County middle schools This is data from the Washoe County School district based on arrests from the 2008-2009 school year...- 1:23 pm Police review school safety Millions of dollars worth of new security fencing, hundreds of hours of training and dozens of...- 11:08 am Game review: �Batman: Arkham Origins� for PS3, Xbox 360 (watch video) Christmas is usually a time of great cheer.- 2:05 pm Tech reviews: NBA 2K14, Etrian Odyssey Untold, Bem Boom Box GREAT TO BE KING: LEBRON JAMES SPEARHEADS NBA 2K14- 9:36 pm It�s great to be king: NBA 2K14 video game review (watch video) As the long-reigning king of the virtual basketball court, 2K tries to freshen up its...- 10:00 am Tech reviews: 'Diablo III' on consoles, Defender Pad and 'Planes: Storybook' app One year after launching the third entry in its popular dungeon crawler on PC, Blizzard invites...- 9:13 pm Several questions with Steve Funk, host of 'Take Names Later Blues' Communication is Steve Funk's specialty.- 10:58 am Concert preview: AFI still has a musical fire inside Four years is a long time to wait for a band to release new music.- 2:13 pm Submit your entry for the best local album of the year In December, the Reno Gazette-Journal will publish our annual roundup of the best albums of the...- 12:01 pm Five Questions With Max Volume, Reno radio DJ Max Volume just might have the most recognizable voice on the Reno radio scene.- 9:49 am Underground atomic bomb test detonated near Fallon in 1963 Fifty years ago yesterday, on Oct.- 5:32 pm DUI offenders released early despite state law Jessica Winkle talks about her 1998 DUI accident, which caused the death of a young motorcyclist, and how it has affected her life since. She is now under house arrest. / David B. Parker / RGJ file Written by MARTHA BELLISLE Our research: The Reno Gazette-Journal analyzed the 113 Washoe County cases since 2000 in which a drunken driver hurt or killed someone. What we found: The law states that these offenders must spend two years in prison, but 40 of those convicted spent fewer than two years in prison before being released on house arrest. About 22 of those convicted spent less than 10 months behind bars. Six spent three to four months in prison.The results: Assemblyman William Horne, D-Las Vegas, said he wants to remove any ambiguity in the law at the next legislative session. He wants the Department of Corrections to keep these offenders in prison for at least two years. the law: It states that a person who drives drunk and kills or seriously injures someone is guilty of a category B felony and may be sentenced up to 20 years in prison, with parole possible after two years. The sentence cannot be suspended, and the person can not be put on probation. If possible, the person must be sent to a minimum security prison and kept away from violent inmates. The person also must pay a fine of $2,000 to $5,000. The case: Anna Marie Jackson was convicted of having a marijuana metabolite in her system when she pulled out of a parking lot on Mill Street in 2002, and into the path of Reno motorcycle officer Michael Scofield. He died at the scene.The Sentence: Jackson was sentenced in 2005 to two years in prison. Washoe District Judge Janet Berry also gave her credit for the time Jackson spent on house arrest while she appealed her conviction, but the Nevada Supreme Court ruled against Berry, saying a person convicted of driving under the influence must serve time in prison, not house arrest.The Nevada supreme court: According to the 2005 opinion written by Justice James Hardesty: "The Legislature specifically amended (the DUI causing death or serious injury law) to add mandatory prison time in response to a public outcry over the tragic deaths and injuries caused by drunk drivers. The statute requires the district court to sentence a defendant to a prison term of at least two years. ... Clearly the Legislature intended for those convicted under this statute to spend time in prison. We consider it unlikely that the Legislature would have defined 'confinement' so broadly as to allow a convicted defendant to circumvent a mandatory prison sentence through time spent on house arrest."At issue: Agency policy requires year in prison DUI offender: 'I am not sure if I will ever forgive myself' DUI victim: 'My son's life is worth more than three months' Audio slideshow: DUI victim's mother talks Audio slideshow: DUI offender Jessica Winkle At least 40 of the 113 people convicted since 2000 of killing or severely injuring someone while driving drunk did not spend two years in prison as required by law, according to a Reno Gazette-Journal investigation.Six of the 40 spent three or four months in prison before being released on house arrest through a program run by the Nevada Department of Corrections. And 22 spent fewer than 10 months behind bars, the investigation found.Howard Skolnik, the agency's director, said he had the legal right to OK the releases,. He cited an opinion by Senior Deputy Attorney General Jill Davis, who said she believed the corrections department followed proper procedures."Our attorney is the Attorney General's office, and they reviewed the statutes and indicate that we are in fact following the letter of the law," Skolnik said.But retired Nevada Supreme Court Justice Bob Rose disagreed, saying that when the Legislature changed the law in 1981 to require a mandatory two-year term for those convicted of this crime, lawmakers wanted them to spend time behind bars, not on house arrest. Rose was part of a 2005 ruling that, he said, clarified what the punishment should be for these cases."The opinion very clearly said 'confinement' means county jail or prison time, rather than a lesser term of house arrest," Rose said.The early releases have enraged some victims of drunken drivers."I think it's a crock," said Jackie Mathis, who suffered a head injury, punctured lung, broken sternum and fractured hip when the car she was in was hit head on by Tamara Laub near Reno-Tahoe International Airport in 2002.Laub was released on house arrest six months after starting her sentence."It has become a joke," said Mathis, 51, who now lives in Powerly, Texas. "I'm not a vengeful person, but I'll have to use a walker for the rest of my life. My independence is gone. My mental capacities are changed. And she got a slap on the wrist."Lisa Fuimaono, who was in a coma for three months after being hit by John Berryman on Interstate 80 in 2008, agreed. Berryman's blood-alcohol level was .288 percent, more that three times the legal limit of .08 percent.(Page 2 of 4)"I feel like it's just messed up," said Fuimaono, a Fallon mother who is no longer able to work because of her injuries. "There are people getting sent to prison for doing much more minor crimes, and he got out after four months and six days for nearly killing me."Assemblyman William Horne, D-Clark County, a Las Vegas lawyer who chairs the Corrections, Parole and Probation Committee, said he reviewed the law and the Supreme Court decision and agrees with Rose that lawmakers intended prison time when they set up the punishment for drunken-driving cases involving death or serious injury.And he disagrees with an attorney general opinion that the Supreme Court order can be ignored."This is a strongly worded case," Horne said. "The department of corrections needs to be notified about the proper application of the law and the legislative intent. When we said mandatory prison, it did not mean house arrest."Horne said it's time for lawmakers to review the issue and see if there is any way to make the attorney general's office force the corrections department to follow the law as outlined by the Supreme Court."Who has the authority to make the attorney general act?" he said. "I don't know what the fix is, but it's something we'll look at in the next legislative session."Program pros and consPeople convicted of drunken driving-related crimes can be released on house arrest through a program run by the Nevada Department of Corrections. To be eligible for the department's 305 Program, also called the DUI Program, offenders must fit a list of criteria: They have to find a job and live in a home approved by the parole division, among other restrictions.Scott Freeman, a Reno lawyer who has handled numerous DUI cases and helped many clients get released on the program, said it's an ideal way for nonviolent inmates to complete their prison sentences."They're working. They're productive. They're under mandatory testing to confirm that they're clean and sober," he said. "It's a motivator to turn someone who once had a problem into a rehabilitated member of society."(Page 3 of 4)The program also saves taxpayer money, he said, because the offender must cover the costs and does not take up bed space.But Horne, Rose and several state judges said the law makes the program unavailable for drunken-driving offenders who killed or seriously injured someone until they have served a two-year prison term. Letting them out on house arrest early, they said, degrades the criminal justice system."People who are chronic alcoholics who drive are the most dangerous people who come before the courts. They damage lives, property, and the likelihood to reoffend is really high," Washoe District Judge Brent Adams said."Mandatory prison time should mean exactly that. Anything less undermines the integrity of the process, the confidence in the legal system, and does not help to deter criminal conduct."Nevada spent years working on its laws to ensure that there was "truth in sentencing" -- that when a judge orders a sentence, the sentence is served, Adams said. But pressures on the corrections budget forced the state to slowly move from this practice, he said."Today, in most crimes when a sentence is imposed, neither the judge, the prosecutor, the victim nor the defendant know what the real sentence will be," he said. "I think that's wrong. A sentence ought to be accurate and meaningful."Washoe District Judge Janet Berry agreed."People think judges have control. We have none," Berry said. "I want to know what my sentence means, but I have no clue when I sentence anybody now what they will serve.""The director of prisons can do whatever he wants and nobody knows."Jackson RulingBerry had handled the DUI causing death case that eventually went to the Supreme Court and was ruled on by Rose and two other justices. It involved a Reno woman named Anna Marie Jackson.In September 2002, Jackson pulled out of a parking lot on Mill Street and into the path of Reno motorcycle police officer Michael Scofield, who was racing to the scene of an accident. He died at the scene.Jackson tested positive for marijuana and at trial, was convicted of having marijuana metabolite in her system.(Page 4 of 4)Berry sentenced Jackson to two to five years, but gave her credit toward her prison term for the time she spent on house arrest while appealing her case. The prosecutor appealed that order and in 2005 the Supreme Court ruled against Berry.The opinion, by Justice James Hardesty with justices Rose and Mark Gibbons, addressed whether a judge can give a person credit for time spent on house arrest before they're sentenced. But the justices also wrote about the mandatory prison sentences for drunken drivers who kill or injure someone.The Legislature changed the law and added the two-year prison term in response to a public outcry over "the tragic deaths and injuries caused by drunk drivers," Hardesty wrote. Lawmakers wanted people who cause these crashes to spend time behind bars, not house arrest, he said.Rose said the opinion clarified, once and for all, what "confinement" meant for sentences involved DUI death and injury cases: mandatory two-year prison terms."We declared what we believe the legislative intent should be," he said. "When I signed it, I thought it would be an opinion that would be appreciated by the district attorneys in the state and the victims."Rose said the opinion should be used to stop the corrections department from releasing serious DUI offenders before the two years are served behind bars."The district attorney could and should follow up, and there's an equal responsibility by the attorney general, even though they represent the department of corrections," he said. "They should clearly say, 'This is not right, as interpreted by the Supreme Court. The opinion is contrary to what you're doing.'"Washoe District Attorney Richard Gammick said he disagrees with Rose's statement that his office should press to keep these DUI offenders in prison."I don't blame the victims for saying this stinks. We think it stinks, too," he said of the early releases on house arrest. "But we have no authority over the department of corrections. We have no appeal rights."Davis, with the attorney general's office, said she reviewed the Supreme Court's order and does not believe that it applies to all the DUI inmates in question. She also said the opinion focused on house arrest before a person is sentenced, and the comments about the death or injury cases were "not controlling," meaning they could not be used to dictate what the law should be.But Rose disagreed."It's not absolutely controlling, but it's strong persuasive authority in this area of what confinement means for a mandatory minimum sentence," he said. "There's a very strong analogy that can be made." Page Previous 1 2 3 4 Next Print At least 40 of the 113 people convicted since 2000 of killing or severely injuring someone while driving drunk did not spend two years in prison as required by law, according to a Reno Gazette- A link to this page will be included in your message.

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The Curators of Dixon School The Curators of Dixon School (2012) Joan Dameron Chrisler Carol Briggs Pamela Sherrod Anderson Playing at the Gene Siskel Film Center at 3 pm. Aug. 12 and 6 p. m. Aug. 16. Pamela Sherrod Anderson will appear after both screenings. Can this be a grade school on the South Side of Chicago? With its bright yellow corridor walls and its joyous explosion of art? With paintings to the ceiling, sculpture in the halls, and a fanciful metal sculpture outside in front depicting Hide and Go Seek? Yes, it can, and the artwork seems to have a positive impact on the student body, making the Dixon School one of the most successful in the Chicago school system. The artwork is by local artists, teachers and students. There is also an annual art fair for visiting artists, and an annual silent auction of student works. This happy place is the result of a serendipitous process that began in the 1990s when the school's principal, Joan Dameron Chrisler, received funding for an art teacher. The candidate who showed a portfolio of her student's work got the job. Some public schools look like war zones. Dixon, in the Chatham neighborhood, looks like a museum. Chrisler explains why no effort is made to "protect" the works of art. The sculptures, including an awesome Tree of Life and all of the paintings, mosaics and bas reliefs, are right there. Dixon has had no problems with graffiti and vandalism. Chrisler explains that trusting the students inspires trust and school pride; by not protecting the artwork, it needs no protection. We see individual teachers introducing new students to the collection, which they can take pride in. "The Curators of Dixon School" is a positive, sunny new documentary by Pamela Sherrod Anderson, which is having its premiere as part of the annual Black Harvest Film Festival at the Gene Siskel Film Center. It doesn't lecture. The art carries the film's message — and it was carried over into the school's art classes until (my heart sinks) funding was recently withdrawn for it. Shouldn't there be a way for a city bureaucracy to preserve programs that work, in the face of pressure for budget cuts? The film focuses on Joan Dameron Chrisler and Carol Briggs, who was her assistant principal at Dixon School before becoming principal of the struggling Kohn school. Briggs had some success with the Dixon approach, before the funding cuts. Both women come across as forceful educators with clear visions. Chrisler went on to mentor other principals in the school system, until that job was cut. Now she does it on her own. Anderson's film tells many smaller stories. One describes a student who has great success in the city's Science Fair, and casually describes himself as a "computer genius" and was reading at 8th grade level in the first grade. He talks about his ease with most school subjects — except for math, which is somehow a blank wall for him. Tell me all about it. I, too, am a genius (*cough*), and algebra wrestled me to the ground. Because he doesn't get a C in his math final, the bureaucratic rules prevent him from graduating with his class, despite the honors he's brought to Dixon. There is a solemn passage when students and teachers deal with the death of a faculty member. And a happy one when a gifted student of African birth talks about his hopes to attend Harvard, get a law degree, and run for President. Not one second of the film involves any sports programs. I applaud. Incredible resources are poured by our school systems into sports programs, which essentially offer no later-life skills. If you wiped them out at the grade and high school levels, substituting physical fitness for everyone instead of a high per-capita cost for a few athletes, there might be more money for "non essential" areas like art, which has transformed Dixon School. Playing at the Gene Siskel Film Center at 3 pm. Aug. 12 and 6 p. m. Aug. 16. Pamela Sherrod Anderson will appear after both screenings. Popular Blog Posts

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Use the above tools to listen to the story, search for images of a word, and translate a word or a sentence into your own language. Two mayors made a bet on the outcome of the Vegetable Bowl, the annual football game between their high school teams. If Arvada's team lost, the mayor of Arvada would send the mayor of Boulder ten pounds of sliced potatoes, ready for frying. If Boulder's team lost, the mayor would send ten pounds of sliced tomatoes, ready for sandwiches or salads. Unfortunately, before the game started, the mayor of Boulder overheard the Arvada mayor tell someone: "They grow the worst tomatoes. If they lose and send us their tomatoes, I'm going to give them all to my pig." The mayor of Boulder was upset to hear this, because he thought Boulder's tomatoes were the best in the state. So he gave the matter some thought. The following week, the big game was played. Boulder lost its star quarterback in the first half when he tripped over a cheerleader and sprained his big toe. The quarterback glumly watched the rest of the game from the bench. His team ended up losing, 38 to 12. The two mayors shook hands after the game, and the Arvada mayor said, "I'm really looking forward to those tomatoes." As the Boulder team left the stadium, some unhappy fans threw ripe tomatoes at them. A week later, the mayor of Arvada received a package of beautifully sliced tomatoes. He took them straight to his pig, which gobbled them right up. That night the mayor of Boulder asked his wife if Arvada's mayor had called. "No," she said. "Why?" "Because I mixed a pint of hot sauce into the tomatoes and I wanted to know how his pig's doing." Comprehension Vocabulary Cloze Crossword 1 Crossword 2 A. Yes/No Questions B. Wh- Questions C. Ask Questions D. Dictation

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Lessons Learned: Q&A with AmeriCorps Alum and Joplin Veteran, Quinn Gardner by Sacha Cohen To mark the one-year anniversary of the May 22 Joplin tornado, we'll be featuring a variety of content on the serve.gov blog, including Q&As with those who served in the community, like this one. Question: What went through your mind when you first landed in Joplin? Gardner: When I first got to Joplin, my immediate concern was connecting with my AmeriCorps St. Louis team and starting to problem solve and make sure the people that had been serving through the night could get some rest. It took days for me to have an emotional reaction because of the need to produce for our AmeriCorps Team, the volunteers, and of course the community of Joplin. I am so grateful that my three years with the Emergency Response Team prepared and enabled me to respond in a mechanical way, supporting my team and all our operations to just focus on getting things done, and emotionally processing the devastation later. Question: Tell us about the moment that touched you most. Gardner: As a non-profit, AmeriCorps St. Louis relies on conservation projects to produce funds we can use to support of disaster responses without burdening the local community. Within a few weeks we started to downsize the number of AmeriCorps members in Joplin so they could return to conservation projects and earn funds to support our operations and continue the disaster work in St. Louis and the South East that we had been engaged in before Joplin. We had a team debrief and it was instantly clear to me that this operation was a defining moment for the team. All of the training, team building, and seemingly "meaningless" projects they had engaged in prior had truly prepared them to produce and lead other programs' members to producing incredible, life-altering results. That group hug, the pride, team work, love and family that is the AmeriCorps St. Louis Emergency Response Team is something I will never forget. Question: In what ways has National Service had the greatest impact in Joplin? Gardner: I don't think there is one answer to this, or any way to summarize what AmeriCorps, specifically AmeriCorps St. Louis -- which has provided to consistent leadership over the last year -- has contributed to Joplin. I also don't think there is a way to summarize what Joplin has contributed to AmeriCorps, or how the strength of the community has affected every single volunteer and AmeriCorps members. If I had to say one thing, it is that we are committed to being there to help the community recover until they do not need us any longer. I know that consistency and dedication has meant the world to the community. Many groups have come and gone.. Our team, truly committed to Joplin, has been there every single day (except the major holidays) doing direct service, and giving others a coordinated way to impact the community. Question: What convinced you to sign up for a second year of service? Gardner: Now in my forth year, that seems like a lifetime ago. I remember the end of my first term with the Emergency Response Team and feeling like I was just getting started. I wasn't ready for the adventure, the relationships, or the lifestyle to end. So I began year two, and then three, and now four. And in all the struggles and difficult moments, the Ameri-Family, the love and commitment of each member to the team, and to national service, inspires me to keep going, to keep learning and growing, and of course, to keep giving Question: How have you changed? What skills have you gained since first arriving in Joplin after the storm? Gardner: The past year has been life changing is a variety of ways. I like to think my leadership, my ability to handle stress, and my ability to balance results with relationships have all improved. Before Joplin I thought I had a wide and strong network of disaster contacts. Now, I know that I have that network, and that network isn't just contacts but a family. The relationships I have formed while serving with AmeriCorps St. Louis are irreplaceable. And that is a lesson Joplin helped reinforce. In a time where technology removes so much of personal contact, I am reminded that trusted relationships cannot be replaced. There is so much to be gained, personally and for the mission, by sincerely caring about those you serve and work alongside. Question: What do you see yourself doing in 5 years? How has your service in Joplin influenced that vision? Gardner: I have been offered a unique position with the State of Missouri, focusing on preparedness and response, and am looking forward to that new challenge. As long as I am serving others and contributing to the greater good I feel like any life path I choose will make me happy. Joplin helped solidify my specific interest in emergency management and the value of the whole community approach. Keywords: AmeriCorpsDisasterJoplin Getting Started

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Edge of the Cedars protects Utah’s prehistoric past Andrew Gulliford, Guest writer Mar 16, 2011 | 2876 views | 0 | 18 | | Trust is important in any relationship, but especially between a museum and its donors. It takes years to build those ties. After decades of working with locals and federal agencies in southeast Utah, the Edge of the Cedars State Park & Museum in Blanding has become a premiere institution for collecting, preserving, and interpreting the prehistoric Ancestral Puebloan presence. So it came as a shock when the Utah State Legislature suggested that Utah’s heritage museums might be closed because of budget woes. One of those museums is Edge of the Cedars.As a former museum director, I know how hard it is to run a museum--- to pay the utility bills, to hire and train professional staff, to constantly be writing grants, and to host a variety of annual public programs. It’s a job that never ends at 5 p.m. I have respect for all museum staff in the Four Corners, but particularly for staff at the Edge of the Cedars. Not only do they administer an archaeological site, they have achieved the highest standards possible for a museum in the Southwest—Edge of the Cedars is a repository for federal archaeological collections from public lands.That’s exactly what we want because for over a century, valuable artifacts from the Southwest left our area and were deposited in basements and storage shelves from the Peabody Museum at Harvard to the Smithsonian Institution. I know because once I searched for prehistoric ceramics from southwest New Mexico. I found them in a room at the National Museum of Natural History. I had to wear a face mask and sign a health waiver because asbestos fell from the ceiling like loose confetti. The bowls were in wooden cabinets swelled shut because of Washington, D.C.’s humidity. As I tried to open the drawers I could hear thousand-year-old Mimbres bowls scraping each other as I tugged harder on the brass handles.Here in the Southwest, we are proud of the prehistoric past. Uppity Durango women had Gustaf Nordenskiold arrested for digging seven train car loads of artifacts from Mesa Verde before it became a national park. But a judge determined that Nordenskiold had broken no laws. He was released and his artifact horde went to Finland, where it remains to this day. Upset and outraged, Americans passed the Antiquities Act in 1906, making it illegal to dig Indian sites on public lands. Yet even after passage of the law, collections routinely left the Southwest to be buried in the bowels of eastern museums. Edge of the Cedars exemplifies how to do it right. Keep collections close to where they are found. Strongly supported by locals in Blanding and San Juan County, and visited by tourists from around the world, Edge of the Cedars has world-class collections on display and publicly accessible. Where else can you see the only Macaw feather sash ever discovered in the Southwest? Or how about a unique beaver tail rattle or an ancient Basketmaker necklace made from shiny insect legs? Many of us who hike in the back country have seen petroglyphs of crook-necked canes. Edge of the Cedars has a cane on display along with ancient sandals and turkey feather blankets.No, you can’t just close a state museum that has pot-hunted collections stolen from BLM lands and recovered by special investigators. By definition a federal repository must have a professional staff, mandatory heating, cooling, humidity controls, fire suppression systems, and tight security procedures. Yes, such a facility has inherent expenses, but Utah’s citizens want Utah artifacts kept close to the canyons where they were found. Why not? Who wouldn’t?As proof of community support for the Edge of the Cedars Museum, a local family is donating a valuable ceramic collection found on their ranch. This winter I interviewed Richard Perkins, who explained that the Richard and Eve Lynn Perkins Collection “came from the ranch itself or around the ranch on deeded property.” Heir to a pioneering Mormon family, Perkins said, “in early times a lot was found” and that some of the 80 pieces “washed out of irrigation ditches.” He explained family members weren’t looking for artifacts, but over the years ceramic pieces worked out of the ground. “My favorite one is a figure of a man with a bow and arrow and a long bird,” the rancher told me at his home in Blanding. He also likes a rare “flute with a bird on the end, but I never tried to blow a tune.”Curator Deborah Westfall states, “The collection is significant to Edge of the Cedars Museum in that it enhances the museum’s relatively small collections of late Puebloan pottery, and it contains good examples of ceramics from northwest New Mexico and northeast Arizona.” Those items must have been traded into Montezuma Creek during the Pueblo III phase, A.D. 1150-1250. A few items date to Pueblo IV or A.D. 1324-1600.“The family carefully collected the pieces from their property over several generations,” explains Museum Director Teri Paul who adds, “This is a wonderful addition to the museum. They recognized the value of the collection to the public and wished to make it available so that it could be enjoyed by everyone.” Richard Perkins confirmed his family’s intentions. He told me, “I’m getting older and I just decided the museum could have it because they’ve got better facilities to take care of it. I wanted the collection kept in the county.”What’s important from a museum perspective is that the collection is intact with strong provenience or the knowledge of exactly where the pieces came from. “I never did sell or trade any of the bowls,” Perkins stated. “I never wanted them to go that way.”So yes, it’s a tight time financially. Some Utah State Park employees may be furloughed and budgets may be reduced. But storing and exhibiting prehistoric collections is a sacred trust that must transcend temporary financial troubles. We owe that much to the Ancestral Puebloans and their descendants. Our children need to know the prehistory of this special place we call home.Thank you, Richard and Eve Lynn Perkins for your generous donation. I can’t wait to see those whimsical puebloan ceramics on display. And thanks to the Utah State Legislature for recognizing your obligation to keep open the Edge of the Cedars. .(Andrew Gulliford is a professor of Southwest studies and history at Fort Lewis College. Reach him [email protected]

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The Way of Wisdom General Seminary Mourns Death of James C. Fenhagen – Memorial service to be held on May 11Posted on April 12, 2012 by Chad RancourtThe community of The General Theological Seminary (GTS) was saddened to learn of the death on April 5 of one of its longest serving Deans, the Very Rev. James Corner Fenhagen. Dean Fenhagen’s tenure, from 1978 to 1992, encompassed a major renovation of the Seminary’s library, the establishment of a program for Hispanic and Latino seminarians, and a flourishing of the Seminary’s ministries in Jewish-Christian relations and Christian spirituality. His own writings, in such works as Mutual Ministry (1977) and More Than Wanderers (1978), helped to spark a whole movement known as “total ministry.” Emphasizing the role of the laity in congregational life, his writings insisted on the need for innovative partnerships been clergy and lay leaders in parish ministry. The Episcopal News Service has provided a more detailed obituary of Dean Fenhagen’s ministry, both before and after his time as the Seminary’s Eleventh Dean and President. “Jim put his theories of congregation life into practice right here at General,” said GTS Professor of Church History, Dr. J. Robert Wright. “He had an amazing ability to make absolutely everyone feel that they were an intrinsic and valued part of the GTS community. A wise counselor to students and faculty alike, Jim’s pastoral sensitivity was at the heart of his priestly ministry. It was a privilege to serve here with him.” Ms. Antoinette “Toni” Daniels, former Director of Admissions at GTS, also served during Dean Fenhagen’s tenure. “Jim hired me and was amazingly supportive as I learned my job,” she said. “Shortly after my arrival I was hospitalized for some complex surgery. Jim was the first to arrive at the hospital—even before many members of my family! He was a wonderful pastor to me.” Known to generations of students as a patient listener and advisor, Dean Fenhagen’s courses in Pastoral Theology were considered invaluable by students who later came to serve as pastors in Episcopal congregations. While teaching the need for daily spiritual practices that included prayer and solitude, Dean Fenhagen was fully engaged in the social issues of his day. He led GTS students in protesting outside the offices of the South African Consulate during the darkest days of apartheid. He was a close friend of Archbishop Desmond Tutu and invited the Archbishop to serve as a Visiting Professor at GTS in 1984, resulting, as it turned out, in the Archbishop receiving the news that he had been awarded the Nobel Peace Prize while in residence on the Close. At Dean Fenhagen’s funeral in South Carolina on Monday, April 8, General Seminary was represented by GTS President Lang Lowrey and a number of GTS alumni/ae. “Jim Fenhagen was a very helpful advisor to me when I was discerning my own call to ministry,” said President Lowrey, “I cherished his wise council and felt privileged to be able to extend to Mrs. Fenhagen and others in his family the condolences of the Seminary community.” Dean Fenhagen’s death during Holy Week speaks to a central theme of his life. “At the heart of the biblical story is the image of life emerging out of death,” he wrote in Mutual Ministry. “For Christians this is the Easter story—that image of new life which moved that first apostolic community from mourning into celebration. In my own life, it is this image that probably is the root image of my faith. Until I am forced to die to my need to control the outcome of what I offer to another, I cannot love—and without love, I cannot live.” A Eucharist in memory of Dean Fenhagen will be celebrated in the Chapel of Good Shepherd on Friday, May 11 at 11:45 a.m. followed by a time a reflection when those attending will be invited to share reminiscences of the Dean and his ministry at General Seminary. Filed Under: News, Up Close Alum-Update Beyond the Close Dean Search EmailFeature Fac-Update WebFeature Follow GTS News on Twitter Follow @GeneralSeminary Follow GTS Up Close on Twitter Follow @gtsupclose Receive Updates from GTS Email Address First Name Last Name ZIP Powered by Headway, the drag and drop WordPress theme© 2014 The General Theological SeminaryView Full Site

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Longin (Krčo) of New Gracanica and Midwestern America Revision as of 18:49, March 7, 2009 by Outwest (Talk | contribs) His Grace Bishop Longin (Krčo) of America and Canada is the current hierarch of the Serbian New Gracanica Metropolitanate. His Grace Bishop Longin was born on September 29, 1955 as Momir Krco in the town of Kruscanje Olovo. His parents were Stanoje and Andja Jovanovic. He attended grade school in Olovske Luke from 1962 to 1970. He entered Three Hierarchs Seminary in Monastery Krka in 1970 and graduated in 1975. During this time he was tonsured a monk and recieved the small schema as a fifth year student. The tonsuring was done by Bishop Stefan of Dalmatia on the eve of the school Slava of the Holy Three Hierarchs on February 11, 1975. At the Divine Liturgy on February 12th he was ordained a deacon by Bishop Stefan. On February 13th, he was ordained a priest. He entered the Moscow Theological Academy in 1975 where he graduated in 1979. From October 1980 to April 1981, he served in the Diocese of Zvornik-Tuzla as secretary of the Executive Baord. He was also administrator of two parishes. On the decision of the Holy Synod of Bishops he was appointed as lecturer of the Holy Three Hierarchs Seminary in 1983 for two years. At the Sabor of May 1985 he was elected Vicar Bishop of Morava to the Patriarch. He was consecrated on October 20, 1985. His Holiness served the Divine Liturgy along with Metropolitan Vladimir of Rostov and Novo Cerkay (now Metropolitan of Kiev) who had been Dean of the Moscow Theological Academy while Bishop Longin was a student. Also serving were Bishop Nikolaj of Dalmatia, who had been Dean at the Seminary in Krka Monastery where the young Bishop had begun his theological education; and Bishop Vasilije of Zvornik-Tuzla. Present at the services were the following bishops of the Serbian Church: Metropolitan Vladislav of Dabro-Bosna, Metropolitan Jovan of Zagreb and Ljubljbana, Bishop Chrysostom of Branicevo, Bishop Pavle of Ras and Prizren, Bishop Stefan of Zica and Bishop Jefrem of Banja Luka. As guests present were the Archimandrite Platon, professor of the Moscow Theological Academy, Canon Dr. Colin Hikling, professor of Holy Scriptures at the London University, where the new bishop had done post graduate studies. In May of 1986 he was elected Bishop of Australia and New Zealand, where he spent six and a half years. Besides serving the great territory of Australia he also built churches and was involved in work with the youth. Bishop Longin was known especially as a fighter for unity of the Serbian Church. At the Sabor in 1992 at the request of His Holiness and brother hierarchs, Bishop Longin accepted the duty of being bishop of Dalmatia. He was not able to enter his residence in Sibenik, but had to reside in Monastery Krka, where he lectured at the seminary. With the blessing of His Holiness Patriarch Pavle, he journeyed to Canada and Australia where he collected donations for the suffering Serbian people. After t

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All-American Girl for the Restoration of Values Not reinventing the conservative message. Just making it spicier. About Gabriella Hoffman Be sure to subscribe to my blog! You'll receive emails when a new post is published. Join 316 other followers white girl anti-asian ucla “Repugnant” Anti-Asian Video From Airhead Draws Attention March 14, 2011Gabriella Hoffman 4 Comments A girl who calls herself Alexandra Wallace aired her grievances about Asian people. If you watch the video, Wallace–who’s enrollment at UCLA is questionable according to some reports–flaunts her cleavage and rants about Asians during preparation for finals week. It’s finals week–don’t you have anything better to do than to be an airhead? Here’s the original, which was copied from Wallace’s account but later removed by her: UPDATE: YouTube has since removed the video since it violates their “hate speech” policies. Here’s the rebuttal, which is pretty hilarious: Another spoof: From the Daily Bruin: A university spokesman called a viral YouTube video, titled “Asians in the Library,” “repugnant.” The nearly 3-minute video shows a woman who claims to be a UCLA student making disparaging comments about Asian students. The university has to yet to determine whether the woman in the video is a UCLA student, said university spokesman Phil Hampton. He added that the university is also looking into how the original video was posted. “The comments on there are contrary to the values the university believes in,” Hampton said. The original video was posted Sunday afternoon and has since been removed. Various copies have appeared on YouTube and other websites. Postings of the video say the speaker is a UCLA student named Alexandra Wallace. A number in the university directory listed under Alexandra Wallace was disconnected as of Sunday night. As much as this petty rant is distasteful, free speech permits fools like this to talk. She didn’t do anything that would breach school code. FIRE has the details here: The old saying is that when all you have is a hammer, everything looks like a nail. Just about every university’s “hammer” of choice when it comes to unpopular expression is the set of rules prohibiting harassment on campus. Indeed, Robert Naples, UCLA’s associate vice chancellor and dean of students, wasted little time in telling the Daily Bruin, UCLA’s student newspaper, that “We’ll be taking a look at the language that she uses in the video to see if it violates any codes under the student code, perhaps regarding harassment.” That should be a short investigation. In order for something to qualify as peer-on-peer harassment on a college campus, it has to be (among other things) action that is “so severe, pervasive, and objectively offensive, and that so undermines and detracts from the victims’ educational experience, that the victim-students are effectively denied equal access to an institution’s resources and opportunities.” Davis v. Monroe County Board of Education, 526 U.S. 629, 652 (1999). There is simply no way that this video meets that definition. What is said in the video is not particularly severe, as she couches her language in a number of ways and even apologizes at the beginning for not being “politically correct.” It wasn’t pervasive, either; the video appears to have been originally intended for the amusement of Wallace’s friends and only became widespread after the controversy began and it was reposted by others. It’s also easy to avoid seeing the video—simply by not searching for it on YouTube or clicking on links to it. Whether or not it is “objectively offensive” is a matter for debate, but at that point it doesn’t matter; in order to be harassment, the video must meet all of these criteria. It does not. Anyone minimally qualified in the law should see that very quickly; if UCLA does not, chances are it is because the university is more interested in finding a way to punish the student for her speech than in fairly conducting an investigation. UCLA Chancellor Gene Block has also weighed in with a YouTube video of his own accompanied by a statement posted on the website of the UCLA press office. Block strongly condemns the video, which is his right to do. But his statement that “I recoil when someone invokes the right of free expression to demean other individuals or groups” is a bit mystifying, as Wallace did not “invoke” her rights in the video. Perhaps he just misused the word “invoke,” or perhaps he is responding to someone other than Wallace. Either way, it’s disappointing that Block has chosen to blame free speech here. Block continues by calling the video thoughtless, hurtful, demeaning, hurtful (again), shameful, intolerant, indefensible, hateful, and ignorant, all in the course of a short three-paragraph e-mail. It may or may not be all of those things, and again, Block certainly has the right to express his own opinions of the video, and to answer what he perceives to be as objectionable speech with speech of his own. But I know that if I were Wallace and were potentially facing a disciplinary hearing for the video, I would not feel very optimistic about getting a fair hearing about it. Some students have also reacted in ways that aren’t particularly encouraging. A Facebook note purportedly from the Asian Pacific Coalition at UCLA asserted that “it is clear that this student’s comments can be considered a [sic] hate speech, an act of discrimination, harassment, and profiling,” and called for “disciplinary measures befitting of Wallace’s violation against the UCLA Student Code of Conduct and UCLA’s Principle of Community.” This significantly overstates the case. As discussed above, the video does not meet the legal definition of harassment by which UCLA, as a public university, is bound. It’s also worth noting that while people are free to label whatever expression they dislike as “hate speech,” the “hatefulness” of speech does not provide a legal justification for removing its Constitutional protection. Further, labeling a video like this as an “act of discrimination” dangerously confuses expression with action and, perhaps worse, is demeaning to those who suffer from real acts of discrimination. And even if UCLA did determine that the video violated some UCLA code or standard, the fact is that the expression in the video is constitutionally protected and UCLA is not free to punish Wallace for it. Then, of course, there are the death threats against Wallace that have kept her from taking her exams at their scheduled locations and times. She also has apparently shut down her phone number and Facebook page, as her contact information was being posted around the Internet by those angry about the video. Obviously, death threats, if credible, are not protected speech and should be investigated. (Wallace is reportedly consulting with the police about them.) While UCLA Vice Chancellor Naples’ statement that “If she’s received a death threat, I find that as deplorable as her original YouTube video,” is welcome insofar as UCLA is willing to condemn death threats, it seriously raises the question of how Naples could believe that Wallace’s video, as offensive as it might be, could be anywhere near as deplorable as credibly threatening to kill someone. One of the common complaints about FIRE is that we don’t offer specific remedies for those who have been offended by others’ speech. This is only true if you believe that official institutional or governmental punishment is the only remedy available to those who are offended. What has happened in this case proves that social pressure is an extremely strong force as well. Wallace has apologized for the video, saying, Clearly the original video posted by me was inappropriate. I cannot explain what possessed me to approach the subject as I did, and if I could undo it, I would. I’d like to offer my apology to the entire UCLA campus. For those who cannot find it within them to accept my apology, I understand. Wallace has been criticized by thousands on the Internet. The chancellor of her university has condemned her in the strongest terms. At this point, she is undoubtedly something of a social pariah, and she seems to have gone “off the grid” at UCLA. You have to imagine that this will affect her career prospects. And all of this has happened without any official punishment—so far, anyway. Is official punishment really going to do much more at this point? Does anyone really believe she will express these opinions again, if she even continues to hold them? The fact that in a free society it is not the government’s place to punish people for their protected expression does not mean that people are not held accountable for it, especially in the Internet age. We would be well advised to remember that fact before we call for official punishment for those who offend us. Worst Person Ever of the Day (thedailywh.at) UCLA Student’s Anti-Asian Rant Goes Viral (newser.com) Think Twice Before You Post – UCLA Student’s Racist Rant Leaves Indelible Mark (socialtimes.com) Alexandra Wallace: Racist UCLA Student’s Bikini Photos Revealed [26 PICS] (coedmagazine.com) “Repugnant” Anti-Asian Video From Airhead Draws Attention (thegabriellahoffman.com) alexandra wallace asianAsian peoplecaliforniaColleges and UniversitiesDaily BruinEducationHate speechLos AngelesRace and ethnicity in the United States CensusStudentuclaucla anti-asian videoucla racial controversyUnited Statesuniversity of californiaUniversity of California Los Angeleswhite girl anti-asian uclaYouTube Create a free website or blog at WordPress.com. Follow “All-American Girl for the Restoration of Values”

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« Teachers receive special ind... Students in Barbour County p...» Taylor University Chorale to perform at A-B Save | Post a comment | Alderson-Broaddus is pleased to announce the Taylor University Chorale, under the direction of Dr. JoAnn Rediger, will be performing on campus in Wilcox Chapel on Tuesday at 7:30 pm. With fewer than half of the singers majoring in music, membership in this 60-member vocal ensemble is open to all Taylor students on an audition basis. Repertoire consists of music selected from the spectrum of sacred choral works, from Renaissance to Contemporary periods, including great works such as Mozart's Coronation Mass, Chichester Psalms by Bernstein, Faure's Requiem, Messiah by Handel, Beethoven's Choral Fantasia and Symphony No. 9, Gloria by Poulenc, Brahms' A German Requiem, and Stravinsky's Symphony of Psalms. Expressing Taylor's long religious heritage, the Chorale also enjoys singing a variety of sacred choral compositions, hymns, and spirituals. The Chorale performs on campus, tours regularly throughout the United States, and appears in concerts with the Fort Wayne and Marion Philharmonic Orchestras. International tours have included Bahamas, Great Britain, Austria, Italy, Germany, Scandinavia, Russia, Greece, and South Korea. Taylor University is a coeducational, interdenominational Christian liberal arts college where faith, living, and learning are integrated. The mission of Taylor University is to develop servant leaders marked with a passion to minister Christ's redemptive love and truth to a world in need. Taylor University has received the number one ranking in the Midwest Region of Best Baccalaureate Colleges in the 2012 U.S. News and World Report survey, Americas Best Colleges. More information about Taylor University and the Taylor University Department of Music can be found at www.taylor.edu. Save | Post a comment | Subscribe to Inter-Mountain Elkins Weather Forecast, WV

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Chancellor James C. Schmidt University of Wisconsin-Eau Claire Chancellor's Blog A special dedication Facutly, staff, students, alumni and community members gathered in Centennial Hall Feb. 5 for the new academic building's dedication ceremony. View more photos from the event. What a joy this week to formally dedicate Centennial Hall, our sparkling new academic building — the first on campus in more than 30 years. We had a great crowd for the third-floor ceremony (and a great view of lower campus as our scenic backdrop) as we marked this significant moment in the life of UW-Eau Claire. What's more, when you think ahead about the impact of the teaching and learning that will take place there for decades to come, it was a significant moment in the life of our city, our region, our state and our world. It was a day to reflect a bit on our history as well. We recalled that the date of the ceremony, Feb. 5, also was the date in 1910 when the site on which our campus would be built, between a bend in the Chippewa River and the bluffs of Putnam Park, was selected by Wisconsin's Board of Regents of Normal Schools. In my remarks, I also recalled the words of then Wisconsin Governor Emanuel Philipp when he participated in the 1916 dedication of our first campus building, Schofield Hall: “We have met here today to dedicate this beautiful building. It has been built by the fathers and mothers and other interested taxpayers in order that you, the sons and daughters of the commonwealth, might have better educational service. It not only benefits you, and yours, but will go on benefitting as long as the walls of this massive building last.” What important words to repeat. They are a reminder of the common good that is served by our university, and of the sacrifices by the people of our state to make that possible. I was honored to be a part of this week’s celebration of Centennial Hall and what it means for the continuation of UW-Eau Claire’s nearly 100-year tradition of excellence in teaching and learning. Dr. James C. Schmidt UW-Eau Claire links Chancellor's Twitter Chancellor's website News @ UW-Eau Claire UW-Eau Claire home

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Students Participate in Honors Weekend Nearly 400 high school seniors started learning a lot more about Wabash College Friday during the 117th Honor Scholarship Weekend. The students came from across the country and around the world to test for scholarship support and to learn about life on campus. See photo album here. Students checked in at the Allen Athletics and Recreation Center and checked out the activities fair. The fair has become a very popular addition to the weekend. It gives campus student groups, living units, and sports’ coaches a chance to interact with each prospective student. Parents were invited to pick the brains of current Wabash parents in a parents panel. Then, after the welcome and lunch with faculty and staff, parents heard from students about immersion learning opportunities and career services at Wabash. See photos from parent activities here. President Patrick White officially welcomed the young men and their parents at the Chapel. “There is no one way to become a Wabash man,” he told the students and their families. “It is a complicated mix. Wabash men speak for themselves.” Then the president noted the varied immersion and service learning experiences and how students wrote extensively about each trip. “Wabash men speak for themselves and you, gentlemen, will find your voices as well. All Wabash education is personal. All Wabash education is face to face.” The President noted how the college strives to improve the student experience. A Chinese language course will be offered for the first time this fall. Wabash has also been working with Purdue for a smooth transition for an engineering degree and with Indiana University for young men wanting an MBA at the Kelley School of Business. The President publicly announced the College will proceed with building a new baseball stadium, soccer field, and practice fields. Little Giant stadium will get new field turf for football, he said. He also said the College is in the early stages of a fund-raising campaign, which will support student scholarships, international learning, and career development. Student Body President Cody Stipes talked about choosing a college and putting on a hat. The difference, he noted, was when Wabash men leave the College they may take off the hat, but Wabash never leaves them. He also explained how students develop relationships with faculty. “Faculty don’t just invite us into their offices, they invite us into their lives,” Stipes ’11 said. “And they become part of our lives, as well.” Chris Sidebottom ’11, President of the Independent Men’s’ Association, talked about choices and the process of choosing a college. He added that is just the beginning of a lifetime of choices. He talked briefly about the Gentleman’s Rule then explained why he was an independent. Interfraternity Council President Alex Moseman ’11 explained the Greek system at Wabash and encouraged the students to visit all of the houses. But he added Wabash men are more than their living unit. “Students at Wabash consider themselves Wabash men first and foremost,” he said. “I wanted to go to a college where I would be pushed.” The Honor Scholarship program, one of the oldest in the nation, gives students the opportunity to win scholarships from an available pool of nearly $3.5 million. The program also gives the students a chance to get a feel for life at Wabash College. Each year approximately 75 percent of the incoming class will have attended Honor ScholarshipWeekend. Wabash College • P.O. Box 352 • Crawfordsville, IN 47933 • 765.361.6100

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Triplets graduate in top 10 of their class By wanelamarhollidayPublished: June 13, 2014, 11:20 pmUpdated: June 14, 2014, 9:35 am FORT WAYNE, Ind. (WANE) – Three brothers shared a special moment Friday night inside the Memorial Coliseum. Not only are they identical triplets, but they graduated in the top 10 percent of their class, including two of them taking the top two spots. Andrew graduated valedictorian, while his younger brother, Austin, graduated right behind him as the salutatorian. Alexander graduated in the 10th spot of his class. All three thanked each other for getting to where they are. They said one brother’s strength in a subject helped when the others couldn’t grasp the concepts. “Chances are one of us was bound to understand the current concepts, so it made it easy to help each other out,” said Austin Gallagher. They have been in the spotlight due to their unique situation, but they’re not letting all the exposure get to their heads. “We’re very humble about it, definitely,” said Austin Gallagher. “Andrew is humbled enough to think that Austin deserved valedictorian,” said Alexander Gallagher. “I really do think that he does. I mean, he helped me a lot more than I helped him. And I do think he deserves it more,” said Andrew Gallagher. All three are planning to go to Purdue University in the fall. They said they will not be living in the same room, but probably in the same residential hall. They said this will their chance to separate from each other, but they won’t be too far way. More than 300 senior graduated from Wayne High School Friday night. Program aims to prevent crime with trip to courtroom Gas Craziness: People flock to pumps for cheap fuel

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Home > A Slow Unfolding: The History of Life on Earth > Chapter Review Quiz Chapter 19: A Slow Unfolding: The History of Life on Earth Chapter Review Quiz Each question in this quiz has been categorized to help you determine the challenge level. A level 1 question typically helps you review memory recall ideas or factual content. A level 2 question typically requires integration of many ideas and a higher level thought process. You should attempt all the questions as your instructor may require both levels of performance on your exam. 1. Which of the following was responsible for the initial accumulation of molecular oxygen in the Earth's atmosphere about 2 billion years ago? (level 1). [Hint] The production of O2 from the photosynthetic activity of early bacteria. The production of O2 by photosynthetic protists. The production of O2 from cellular respiration in animals. The liberation of O2 from deep-sea volcanic vents. The production of O2 from the oxidation of iron in the Earth's crust. Which of the following represents the correct chronology of the evolution of the following forms of metabolism? glycolysis photosynthesis aerobic cellular respiration (level 1). Approximately how old are the oldest known fossils of living organisms? (level 1). 4.5 trillion years 1.4 billion years 14 million years 3.4 million years Refer to the following events that have occurred during the Precambrian era. prebiotic (before life) formation of organic monomers first accumulation of oxygen in the atmosphere as a result of the activity of cyanobacteria first prokaryotic cells appeared on the Earth origin of organic polymers origin of eukaryotes Which of the following indicates the most likely chronological order of events indicated above? (level 2). Why do many scientists believe that the first living organisms arose deep in the ocean near hydrothermal vents or hot springs? (level 1). Many hydrothermal vents today support a rich ecosystem containing many diverse organisms, including Archaea and bacteria. Archaea are heat loving, and live in hot springs where water temperatures surpass water's boiling point. Organisms living around hydrothermal vents may have had some refuge from large meteors and comets that were bombarding the early Earth. All of the above are correct. Which of the following contradicts the notion that enzymes are always proteins? (level 1). ribozymes What happened to many species of organisms 2.5 billion years ago when oxygen began to accumulate in the atmosphere? (level 1). They became extinct. They evolved metabolic pathways that could utilize oxygen to drive the electron transport chains of aerobic cellular respiration, making metabolism much more efficient. They retreated into anaerobic environments and extracted energy from food via glycolysis/fermentation. Which of the following is true of animals? (level 1). [Hint] They are photosynthetic. They are classified as Archaea. They consume organic material for energy. They can be unicellular. They are prokaryotic. What was the Cambrian Explosion? (level 1). the massive increase in volcanic activity on the Earth at the end of the Precambrian era the origin and adaptive radiation of numerous phyla of animals a large meteor that struck the Earth, resulting in mass extinctions the large increase in the diversity of prokaryotes about 600 million years ago Before radiometric dating, how did scientists assign the age of the rock layers that are found in the Earth's crust? (level 1). by looking at the different types of rocks that were found in each layer by measuring the thickness of the layer in centimeters; each centimeter was equal to 100 years by measuring the amount of radioactive elements that were in the layers by the types of fossils that were found in the layers The geologic timescale is divided into several different eras or epochs of time. What are the major events that separate these eras? (level 1). dominant animal forms major lunar events major solar events major extinction events Fossil evidence indicates that during the Cambrian explosion many animal phyla appear quite suddenly. Which of these phyla is NOT seen in the Cambrian explosion? (level 1). None of these were formed in the Cambrian explosion. All of these were formed in the Cambrian explosion. Which of these domains would include microscopic protists such as an amoeba, a paramecium, or a euglena? (level 1). Eukarya None of these contains the protists. Origin of life researchers have hypothesized that one particular kind of organic molecule may have been the first precursor to a true living system. In this hypothesis, this molecule could serve as both a template for replication and as an enzyme to facilitate the replication process. What kind of organic molecule was this? (level 2). nucleic acid Which of these important cellular processes was NOT initiated during the Precambrian era? (level 1). None of these processes were initiated during the Precambrian era. All of these processes were initiated during the Precambrian era. Early cyanobacteria are thought to be responsible for the liberation of molecular oxygen into the Earth's primitive atmosphere. Which of these effects was achieved through the liberation of oxygen from cyanobacteria? (level 2). blocked ultraviolet radiation from reaching the surface of the Earth caused the mutations that resulted in the formation of aerobic cellular respiration caused the mutations that resulted in the formation of photosynthesis Both A and B are correct. Although plants are believed to have occupied the land much, much earlier than animals, both types of organisms had many of the same obstacles to overcome in order to exist on land. Which of the following was NOT one of the obstacles that had to be overcome by either plants or animals as they moved onto the land? (level 2). the "crushing" effects of gravity the need to keep their gametes and embryos wet during the reproductive process the existence of land organisms that consumed or "ate up" the organisms as soon as they began to move onto the land All of these were obstacles that had to be overcome. In the evolution of land-dwelling plants, which of these adaptations is thought to have developed last? (level 1). formation of a plant vascular system formation of flowers formation of a cuticle to reduce water loss formation of seeds In the evolution of land-dwelling animals, several different phyla have made the transition from a strictly aquatic to a terrestrial (land-based) existence. Which of these phyla has remained exclusively an aquatic phylum? (level 2). Which of the following is NOT true concerning the history of the evolution of life? (level 2) There are more varieties of body plans now than there were 600 million years ago. Life evolved early in the history of Earth. Organisms have increased in complexity. Organisms have increased in size. The number of species has increased. Answer choices in this exercise are randomized and will appear in a different order each time the page is loaded. Copyright © 2003 by Prentice Hall, Inc. A Pearson Company Legal Notice

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Georg Landsberg Born: 30 January 1865 in Breslau, Germany (now Wrocław, Poland) Died: 14 September 1912 in Kiel, Germany Click the picture aboveto see a larger version Georg Landsberg attended school at Breslau. He then studied at the Universities of Breslau and Leipzig between 1883 and 1889. His doctorate was awarded by the University of Breslau in 1890. Landsberg joined the teaching staff at the University of Heidelberg in 1893 and he taught there being promoted to professor in 1897. In 1904 he returned to Breslau as extraordinary professor of mathematics but he was only there for two years accepting an offer of a post at the University of Kiel. At Kiel he was promoted to ordinary professor of mathematics in 1911 but sadly he was only to hold this post for a short while since he died the following year. Landsberg studied the theory of functions of two variables and also the theory of higher dimensional curves. In particular he studied the role of these curves in the calculus of variations and in mechanics. He worked with ideas related to those of Weierstrass, Riemann and Heinrich Weber on theta functions and Gaussian sums. His most important work, however was his contribution to the development of the theory of algebraic functions of a single variable. Here he studied the Riemann-Roch theorem. He was able to combine Riemann's function theoretic approach with the Italian geometric approach and with the Weierstrass arithmetical approach. His arithmetic setting of this result led eventually to the modern abstract theory of algebraic functions. One of his most important works was Theorie der algebraischen Funktionen einer Varaiblen (Leipzig, 1902) which he wrote jointly with Kurt Hensel. This work remained the standard text on the subject for many years. Other Web sitesUniversity of Heidelberg (In German) Mathematical Genealogy Project Previous JOC/EFR � April 1997 Copyright information http://www-history.mcs.st-andrews.ac.uk/Biographies/Landsberg.html

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Video: John Maeda HTML 5 accessible player with share button. This is the player we use on AIGA.org. Filmed on: October 15, 2010 About this video In this current moment of economic uncertainty, we are all taking stock and once again turning to innovation as the silver bullet that will guide us forward. Yet in the eyes of many leaders, innovation seems tightly coupled with science, technology, engineering and math—the STEM subjects. Maeda posits that we need to add STEAM to STEM by adding art. Through an on-the-ground exploration at leading art and design college Rhode Island School of Design, Maeda argues that the critical thinking, critical making and creative leadership embodied in the arts and design can lead us to an enlightened form of innovation where art, design, technology and business meet. By way of this post-digital renaissance, Maeda envisions a world where a bit of our humanity will be restored. John Maeda is a world-renowned artist, graphic designer, computer scientist and educator whose career reflects his philosophy of humanizing technology. For more than a decade, he has worked to integrate technology, education and the arts into a 21st century synthesis of creativity and innovation. Maeda became president of the Rhode Island School of Design in June 2008. At RISD, Maeda seeks to champion the necessary role that artists and designers play in the 21st century creative economy. A former professor at the Massachusetts Institute of Technology, Maeda taught media arts and sciences there for 12 years and served as associate director of research at the MIT Media Lab. He has published four books, including his most recent, The Laws of Simplicity. In 2008 Maeda was named one of the 75 most influential people of the 21st century by Esquire magazine and in 2010 was named an AIGA Medalist for his exceptional contribution to the field of design. A native of Seattle, Maeda earned bachelor's and master's degrees in computer science and electrical engineering from MIT, followed by a PhD in design science from the University of Tsukuba Institute of Art and Design in Japan and a MBA from Arizona State University. No one has recommended this yet Video: Naif Al-Mutawa Dr. Naif Al-Mutawa, creator of The 99, the first comic series based on Islamic culture and history, will share his entrepreneurial journey-from an idea born out of years as a clinical psychologist to Kuwaiti prisoners of war, to a comic book series published in eight languages and counting, to a theme park in Kuwait, to a global animation series produced by Endemol and written by some of Hollywood's top writers. Section: Why Design - Conference , culture, businessVideo: David Droga Driven for the last fifty years by the TV narrative, marketing is being transformed by the digital age. And in this new economy, companies are looking for new ways to advertise with an impact that lasts beyond the end of a media budget. Droga5 is on the forefront of this new marketing-entertainment hybrid, and is not only revolutionizing the way companies advertise, but is also rapidly changing the way the public thinks about advertising. marketing, Conference , businessVideo: Larry Keeley Larry Keeley is a strategist who has worked for thirty years to develop more effective innovation methods. He is president and co-founder of Doblin Inc., an innovation strategy firm known for pioneering comprehensive innovation systems that materially improve innovation success rates. Conference , strategy, businessVideo: (Re)Invention Ten What’s stopping you from doing what you really want to do, especially in a challenging economy? (That’s just opportunity knocking!) With an introduction by “Gain” co-chair Kenna Kay, hear ten designers tell their personal reinvention stories in just two minutes each. Learn it—and live it. Conference , business Hannah McClure Timothy Kietzman Senior Art Director, InteractivePeter Mayer Advertising New Orleans, LouisianaJuly 3 2014 Calvino’s Visiblity Golden Tree

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Photos & Slide Shows Awards received Grant News Address by His Highness the Aga Khan to the School of International and Public Affairs, Columbia University (New York, USA) Please also see: Photographs Bismillah-ir-Rahman-ir-Rahim Dean Anderson, Faculty Members, Graduating Students and Parents, Distinguished Guests, I am deeply honoured to be here and deeply grateful for your invitation. This is a memorable day both in your personal lives and in the life of this School—and I am pleased to share in it. They say that a good graduation speaker is someone who can talk in someone else’s sleep. I hope we can break that pattern today. An opinion poll reported recently that what American graduates want as their graduation speaker more than anyone is “someone they could relate to”. But that test, says the poll, showed the most popular university speaker in recent years was the Sesame street character, Kermit the Frog. I found it a bit intimidating to wonder just where the Imam of the Shia Ismaili Muslims would rank on the “relating” scale in comparison to Kermit the Frog. Ceremonies of the sort we observe today are valuable because they help us to bridge the past and the future – to see ourselves as players in larger narratives. This School’s narrative is now sixty years old – embracing the whole of the postwar period. In that time you have dramatically broadened both the communities you serve and the programs through which you serve them. Your history reflects a continuing conviction that the challenges of our times are fundamentally global ones – calling both for multi-disciplinary and multi-national responses. Even as SIPA marks its 60th anniversary, I am approaching an anniversary of my own – the 50th anniversary next year of my role as Imam of the Shia Imami Ismaili Muslims. While I was educated in the West, my perspective over these fifty years has been profoundly shaped by the countries of South and Central Asia, the Middle East and Africa, where the Ismaili people live and where they are largely concentrated. For five decades, that has been my world – my virtually permanent preoccupation. And it is out of that experience that I speak today. For the developing world, the past half-century has been a time of recurring hope and frequent disappointment. Great waves of change have washed over the landscape – from the crumbling of colonial hegemonies in mid century to the recent collapse of communist empires. But too often, what rushed in to replace the old order were empty hopes—not only the false allure of state socialism, non-alignment, and single-party rule, but also the false glories of romantic nationalism and narrow tribalism, and the false dawn of runaway individualism. There have been welcome exceptions to this pattern, of course. But too often, one step forward has been accompanied by two steps back. Hope for the future has often meant hope for survival, not hope for progress. The old order yielded its place, but a new world was not ready to be born. Today, this sense of frustration is compounded – b

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Providing Access to the Arts By Abbey Becker Joe’s Movement Emporium Department of Performing Arts Dance Program Day in the Life of a Musician Alumna Opens New Art Gallery Brooke Kidd dancing at a Joe's Movement Emporium gala. When Brooke Kidd’s friends mentioned they needed a dance space to rehearse, she answered the call. Kidd, who graduated from AU with two bachelor’s degrees in ’91—international relations and an individualized degree from the College of Arts and Sciences combining dance and African studies—and a master’s degree in dance in ’98, founded Joe’s Movement Emporium as a response to a community need. With some experience working for nonprofits and a desire to start a community-based performing arts center strong in dance, Kidd launched Joe’s in 1995. She chose the community of Mt. Rainier, a small community on the border of Washington, D.C., in Prince George’s County, Maryland, as the home base for Joe’s due to its need for arts education. “I intentionally chose a community near D.C. that had problems with access to the arts,” she says. Kidd came up with an idea for a space like Joe’s after traveling as an undergraduate to Cameroon, where she saw examples of performing arts centers that were more “open-door-oriented” than a large facility. She enrolled in the master’s program for dance to further develop her ideas about dance education, especially teaching it in a community setting. She managed a teaching contract as a graduate student staffer for a year that hosted arts classes in 15 different D.C. public housing communities. Now in its 18th year, the nonprofit performing arts center provides education, production, and artists’ services for a collective of 24 professional artist groups. “We’re a business environment for arts companies, where they can retain their original identities and share space,” says Kidd. Joe’s started in a single, vacant storefront. Between 1997 and 2006, the organization expanded to three storefronts on 34th Street in Mt. Rainier. In 2007, Joe’s relocated to a renovated space in a vacant 20,000-square-foot facility around the corner. The $3.2 million capital project funded three new studios, a large lobby and theater, an arts education center, and five individually leased artist studios. While Joe’s has grown exponentially since its inception, initially Kidd wasn’t sure how the organization would fare. “When you open something like this, you don’t know what to expect,” she says. “It’s an evolving experience.” The organization offers year-round arts education programs, in addition to rehearsal space, performances, and events of all kinds. “We added an afterschool program in response to the community’s request,” she says. “This part of the county was lacking out-of-school services for elementary and middle school kids.” Many of the programs at Joe’s center around movement, which Kidd considers an essential part of human development. “People feel so good after moving,” she says. “In particular, when working with special populations, you can see the impact even more clearly. Dance and dance-related arts are lifestyles that people can adopt for the long-term; fitness tends to be more sporadic.” In addition to working with children, Joe’s provides dance classes to disabled adults who lead a sedentary life. “With regular movement, their independence and capacity just blossom,” Kidd says. Kidd believes in the equalizing power of dance. “It creates social structures of inclusion that really balance everything. There’s no hierarchy in dance,” she says. That idea can be applied to those who don’t consider themselves particularly coordinated. “There’s an old African proverb,” she says. “‘If you can talk, you can sing; if you can walk, you can dance.’” Kidd continues to stay connected to the university. She is on the Arts Management Advisory Council and has set up a fellowship for students in the Arts Management Program. Master's candidates receive a scholarship plus a stipend to pursue professional projects at Joe's Movement Emporium.

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AdmissionsDiscover AUApply NowAcademicsFinancial Aid/ScholarshipsParentsContact UsAdult StudiesStudent LifeOrientationFYE Residence LifeCommuters/Off-campusStudent ActivitiesHousingCampus MealsStudent Life StaffStudent LeadershipCultural Resource CenterSpiritual LifeCareer Development CenterStudent OrganizationsCampus & CommunityPoliciesAU Bookstore/Raven Gear2014 Returning Student E-NewsAcademicsAcademic ProgramsLiberal ArtsIDEA-UAcademic CalendarOur FacultyStudent SuccessStudy AbroadRegistrar's OfficeNicholson LibraryIntercultural EngagementGraduate ProgramsSchool of TheologyFalls School of BusinessSchool of Music, Theatre, and DanceSchool of NursingGraduate CatalogAlumniAlumni Benefits2013 Award WinnersAlumni EventsAlumni Award Recipients2013 Homecoming Herald [PDF]Alumni StaffHall of FameAlumni Career Success CenterHomecoming Webcast2013 Homecoming SlideshowAU Alumni ChaptersAlumni AwardsHomecoming ScrapbooksAlumni RecordsStudent Alumni AssociationSignaturesParent ConnectionGive to AUGivingMake a GiftGift SocietiesIt MattersMatching Church ScholarshipIndiana State Tax CreditContact UsDevelopment StaffStudent TestimonialsDonor StoriesPerformance HallAthleticsAbout AUQuick FactsMissionValuesVisit AUWe Don't BelieveTrue FreedomAU InfoOffice of the PresidentParent InfoCampus Calendar You are hereHome > AU School of Theology honors distinguished members AU School of Theology honors distinguished members June 29, 2011Anderson University School of Theology honored Rev. Dr. Phil Kinley with the 2011 Distinguished Ministries Award, Rev. Dr. Patrick Hannon with the 2011 Distinguished Alumni Award, Sarah Blake with the 2011 Distinguished Young Alumni Award, and Rev. Dr. Fred Shively with the 2011 Distinguished Service Award at the annual SOT Alumni & Friends Annual Awards Luncheon on Monday, June 27. The Rev. Dr. Phil Kinley and his wife, Phyllis (Gillespie), served as pastors and educators for 43 years. He received his BA from Anderson College in 1952. Kinley's leadership was recognized even at that time as he served his class as its president. He went on to receive his Master of Divinity from the Anderson University School of Theology in 1955. His ministry would move across the globe after his pastoral work in Bluffton, Indiana. Phil and Phyllis were commissioned and began serving with the Church of God in Tokyo, Japan in 1955. [Photo to left: President Dr. James L. Edwards, Rev. Dr. Phil Kinley, Sarah Blake, Rev. Dr. Fred Shively, Dr. Patrick Hannon and Dr. David Sebastian.] Phil and Phyllis served with distinction as missionaries for the Church of God in Japan for many years. In 1973, Kinley was recognized as the person who might lead the Tamagawa Seigakuin School in Tokyo as its second headmaster. During his 25 year term with the school, the junior and senior high grade levels developed an integrated six-year curriculum. His dedicated and tireless work brought distinction and recognition to the institution as one of the most highly regarded schools for women in the country of Japan. Upon the Kinley’s retirement from this post, they were recognized by the country of Japan for extraordinary and visionary service. With such dedication to ministry and the church worldwide, it was fitting that in 1999 Anderson University should honor both Phil and Phyllis Kinley with honorary Doctor of Divinity degrees. Kinley has also been recognized with an honorary degree from Warner University. While the Kinley’s have been away from Japan for many years, they continue to serve the church there when possible. Recently they traveled to Tamagawa Seigakuin School to participate in its graduation. Closer to home, the Kinleys serve as Chaplains-in-Residence with the School of Theology, and as lay leaders in Park Place Church of God. Phil also served his alma mater with two full terms on the Anderson University Alumni Council. Rev. Dr. Patrick Hannon is a promising young alumnus serving his community, Christian higher education, and the church-at-large. Hannon received his B.A. in Christian Ministries and Music Business from Anderson University in 1996, and both this M. Div. (2000) and D. Min. from Anderson University School of Theology 2011. He holds the distinction as one of fewer than 10 “Super Alumni” in Anderson College-Anderson University history to hold a bachelor’s degree and two graduate degrees all from our institution. Hannon has already served with distinction in his short ministry career. For more than seven years, Hannon served as pastor of the Faith Community Church of God, in Grayson, Georgia, a growing community in the northern metro Atlanta area. It was there that he began honing this preaching and teaching ministry. Long time pastor (now retired), Rev. Paul Rider said of Hannon, “He is a gifted preacher. He moves with ease in the pulpit, drawing people into the message and the call to ministry that each sermon offers.” It was in this congregation that Hannon began exploring a calling to ministry in Christian higher education. Hannon found his calling confirmed when he accepted the position as Associate Dean of the Chapel for Indiana Wesleyan University’s Wesley Chapel. In this capacity he serves as one of the campus pastors for IWU where he provides spiritual formation guidance and pastoral care to college students. Hannon also serves as an adjunct faculty member at this institution. Hannon and his wife Alison, have three children, Eliana, Ashlyn, and Ian, who keep their lives full and enjoyable. Sarah J. Blake courageously and passionately ministers with individuals and families dealing with chronic illness and disability, most notably sight impairment. Blake has lived her life with limited vision but has not let blindness define her. Blake is originally from the Houston, Texas area. It is there she obtained her undergraduate degree in psychology with a minor in special education from Stephen F. Austin State University in Nacogdoches, Tex. in 1999. Sarah earned her Master of Divinity from Anderson University School of Theology in 2009, with distinction in Biblical Hebrew. Blake excels at research and writing. She has written and delivered papers for a variety of organizations since 2007. One of her research projects, "Educational Controversies in the History of Anderson University," is an important contribution to the Donald A. Courtney Series in Christian Education for the Anderson University School of Theology. Sarah also wrote a chapter entitled, “Meeting Special Needs in the Christian Education Setting” in a 2011 Christian education textbook. An exciting opportunity will come to her this fall because of her research and writing abilities as she presents a paper to the 2011 meeting of the Society for Biblical Literature on biblical language instruction for the blind. She was an early adopter of technological resources for the visually impaired and has been using software for more than 20 years. This interest in technology afforded Blake the opportunity to discover all the tools needed to learn Biblical Hebrew and Greek. She maintains a website, Growing Strong.org , with significant resources for people who need encouragement for living with special needs. In addition, she serves as a facilitator of online support groups for people with special needs, as well as facilitates online interfaith discussion forums. Blake is active at Park Place Church of God, where she serves on the vocal worship team. Indiana Ministries of the Church of God also recently approved her for ordination. Rev. Dr. Fred Shively has been an educator and advocate for Anderson University, the School of Theology and the Church over a lifetime. After completing his undergraduate degree from Anderson College in 1961, he proceeded to obtain his M.Div and D.Min degrees from Fuller Theological Seminary in 1972 and 1982, respectively. It was then that Shively began serving the Church in a variety of ministry capacities. He served as Minister of Youth and Music, First Church of God, Kokomo Ind.; Minister of Music, South Bay Church of God, Torrance Cal.; Pastor of the Inter-Community Church of God, Covina Cal.; Pastor of Maple Grove Church of God, Anderson Ind.; and served in twenty-one Interim Pastoral Assignments in Indiana, Michigan, Ohio, Florida, California, and Oregon. Shively has also had a distinguished teaching career. He taught at Fuller Seminary; Arlington College; Azusa Pacific University; Warner Pacific College; Anderson University School of Theology; and now at Anderson University since 1982. Among his many roles with Anderson University, he serves as Director of Ministry Education; the AUMCE Ministry Worship Teams (a program of university students helping serve the church), and serves on the International Education Committee, in addition to other assignments. Shively was also instrumental in helping Anderson University receive a $22,500 grant from Indiana Campus Compact, a nonprofit that advocates for civic engagement in higher education. This grant helps teachers integrate service projects into their classes. Missions and service have always been central to his call to ministry, as evidenced by his numerous interim missionary appointments and more than 70 work camps and Anderson University Tri-S trips to all corners of the globe. These experiences have taken him to 25 countries in the capacities of preacher and teacher. Shively has served with C.E.M.D.I.D., San Jose, Costa Rica; Mediterranean Bible College, Beirut, Lebanon; and been a popular teacher with the seminary’s Center for Christian Leadership’s partnership program with La Buena Tierra in Saltillo, Mexico. As an author, Shively has written “The Widening Witness” on the book of Acts. This book has been translated into Spanish and is used in Latin America with the Church of God. He has also contributed to eight other books. Fred and his wife Kay are active at Park Place Church of God, where he serves on multiple teams and committees. He also has volunteered for the Kiwanis Club, Madison County Urban League and the Christian Center in Anderson. Shively also lends his gifted voice to the SOT’s Seminary Chorus on a regular basis. He and his wife, Kay, have two sons and three grandchildren. A significant honor came to Fred and his wife, Kay, in 2010 as they were named Peacemakers of the Year. Anderson University is a private Christian university of 2,600 undergraduate and graduate students in central Indiana. Anderson continues to be recognized as a top Christian college: in 2010, U.S. News and World Report ranked Anderson University among the best colleges and universities in the Midwest for the seventh consecutive year. Established in 1917 by the Church of God, Anderson University offers more than 65 undergraduate majors and graduate programs in business, education, music, nursing and theology.

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Home : Nationwide News : Group targeting U.S. foreign scholar ban Group targeting U.S. foreign scholar ban by UPI WASHINGTON -- A coalition of academic and civil liberties organizations says the U.S. government should lift a ban on foreign scholars receiving visas. The coalition, in preparation for an upcoming U.S. Court of Appeals case on the matter, is asking the administration of U.S. President Barack Obama to do away with the foreign scholar policy put into place by U.S. President George W. Bush, The New York Times said Wednesday. Among the organizations involved in the request are the American Civil Liberties Union, the American Academy of Religion, the American Association of University Professors and PEN American Center. The organizations have been lobbying for the removal of the ban since Swiss academic Tariq Ramadan was denied U.S. entry in 2004. Ramadan, also a Muslim scholar, was tied to charity with suspected terrorist connections. The Times said while a federal judge ruled in 2007 in favor of the government's actions, an appeal of the Ramadan case will go before the U.S. Court of Appeals for the Second Circuit in New York next Tuesday. Copyright © 2009, by United Press International. All Rights Reserved. Court revives gay's suit against military U.S. secret court won't release rulings Bush's faith-based initiative listing but not sunk by Bill_Berkowitz posted on Jun 08,2007 Obama announces two key court nominees Congress should restore parental rights in public schools by Phyllis_Schlafly posted on Mar 16,2007 (total 6 votes)

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Online Extras Home : Schools : Stars in the Sagebrush celebrates excellence Stars in the Sagebrush celebrates excellence by Bend Weekly News Sources The Redmond Education Foundation will be hosting its first annual “Stars in the Sagebrush” event at 7 p.m. on Friday, April 20. The event, to be held at Eagle Crest Resort, celebrates individuals and initiatives that have made a major impact on the lives of children by embracing one or more of the district’s SIMPLE (Service, Innovation, Mentorship, Partnership, Leadership, Excellence) values and beliefs. Nominations can be made by anyone and should be based on the impact an individual has had on the lives of children. This is a great opportunity to honor those who have made outstanding contributions to the growth and success of students. “This is the first event of its kind in the Redmond School District and we expect it to be well received,” states Toni Duff, Stars in the Sagebrush Chairman. “We ask that everyone take a moment to review the nomination packets and help promote this very positive recognition event.” Deadline for nominations is Tuesday, March 6. Packets will be available at the district office, each school, and may be downloaded here. Stars in the Sagebrush Award Categories include: Business/Education Partnership Award – Two (2) awards will be given. This award will honor an exemplary business that promotes student achievement. The business commits not only time and resources but serves as a mentor to students. Examples of winning projects might be school-to-work programs, internships, developmental programs and cooperative work experience along with a record of meeting community needs. Volunteer Achievement Award – Two (2) awards will be given. This award will go to two deserving individuals who have given of their time and energy to help implement programs and learning opportunities while serving as role models for others. Their service has positively impacted the community and the education system. Education Achievement Award – Four (4) awards will be given. Two Licensed (example: teachers), One Classified (examples: bus driver, custodian, FAN advocate, instructional assistant, secretary), One Administrator (examples: building principal, director, manager, superintendent). Licensed – This award will be given to two individuals who reach beyond the basic curriculum to provide learning opportunities to match the uniqueness of each student. Examples of focus areas are: · innovative instructional strategies, · learning activities that will equip students to become productive citizens, · creative strategies that develop excitement and a lifelong love of learning, · modeling and encouragement of active learning, · observable and measurable achievement. Classified – This award will go to an individual who is able to communicate and connect with the students and the staff during the course of his/her day. It could be said that he/she goes “above and beyond” the call of duty on a regular basis and that his/her enthusiasm and positive attitude is contagious. Administrator – This award will be given to an individual whose leadership provides a learning environment rich in support and encouragement for student and staff innovation. This individual creates a school atmosphere within which excellence is an expectation. Qualities inherent in being a productive citizen are an integral part of this community atmosphere. This individual is a leader in developing and maintaining successful parent, community and school partnerships. Castillo recognizes 16 Oregon schools for closing achievement gap by Bend_Weekly_News_Sources posted on Mar 21,2008 Local Banker Named Ernst & Young Entrepreneur of the Year Finalist by Bend Weekly News Sources posted on May 29,2006 Redmond Teacher Selected as 2006 Disney Teacher Award Honoree by Bend Weekly News Sources posted on Jul 27,2006 BLS Magnet Schools offer alternative learning options New Buckingham Elementary principal selected Richard Burton II

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Biological Anthropology Biomedical MS Program Biological and Biomedical Anthropology Laboratories and Facilities Fall 2014 Course Offerings (Undergraduate & Graduate) (PDF) anthropology|about us|biological anthropology Biological Anthropology at Binghamton University Biological anthropology, sometimes called physical anthropology, is a major subfield of anthropology that has close academic and research ties with the social sciences, the natural sciences, and the medical sciences. It is generally the case that biological anthropologists view humans three dimensionally in their biological, ecological and cultural dimensions, and biological anthropology may be viewed as an integrative, biocultural science. In addition to the theoretical perspective that humans should be studied within a biocultural framework, much of the theory in biological anthropology is based on evolutionary concepts. The subdivisions of biological anthropology are numerous but include the basic fields of paleoanthropology, skeletal biology, forensic anthropology, primatology, human genetics, human population biology, and biomedical anthropology. At Binghamton University, the diverse research interests of the faculty in biological anthropology cover population genetics and molecular anthropology of Pacific and New World peoples, human adaptations to high altitude, psychosocial stress, chronic and infectious diseases, including malaria, lyme disease, and neurodegenerative diseases, health transitions, social epidemiology, evolutionary medicine, women's health, genetics of animal domestication, paleoanthropology of Europe, bioarchaeology, forensic anthropology and the history of human biology. Each of the faculty members who contribute to these areas has ongoing field and laboratory-based research projects, many of which include undergraduate and graduate students.

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Jonathan James | Author Jonathan James is a former research economist in the Research Department. Christopher Vecchio | Research Analyst Christopher Vecchio is a research analyst in the Research Department of the Federal Reserve Bank of Cleveland. His primary interests include development economics, international economics, and the economics of terrorism. Subscribe to Research RSS How to subscribe to RSS Twitter Search Fed publications Archives Policy Discussion Papers Search articles by topic Improvements in High School Graduation Rates Jonathan James and Christopher Vecchio In January the Department of Education reported more positive news on one of the key indicators of the health of public high schools. During the 2009–2010 academic year (the most recent year for which national figures are computed), the estimated average freshman graduation rate (AFGR) reached a 40-year high of 78.2 percent. This is up 2.7 points from 75.5 percent during 2008–2009. While this is welcome news, the big picture remains that the dropout situation in many public high schools persists at epidemic levels, leaving plenty of room for future progress. Importantly, the recent progress is part of a decade-long trend in improving graduation rates. The trend is due in part to the No Child Left Behind Act, passed in the early 2000s, which began forcing states to better measure and improve their graduation rates. These efforts, along with others, have resulted in substantial progress, taking the AFGR from nearly all-time lows in the late 1990s to nearly all-time highs in the current release. Breaking down these trends by race and ethnicity shows that while all groups saw improvements on average, the greatest gains were attributed to groups with historically low on-time graduation rates. The AFGR for Hispanic students was up nearly 8 percentage points from two years earlier, and the estimated graduation rate for black students was up nearly 5 percentage points over the same period. White students experienced the smallest gains, 2 percentage points from two years earlier. An important question that remains is whether we can expect these trends in the graduation rate to continue. Part of the answer to this question will depend on the effect of future changes in how the graduation rate is measured. A major challenge in the past has been that each state used a different method to measure high school graduation rates. This made comparing graduation rates across states, as well as constructing a national rate, very difficult. As states continued to construct their own graduation rates, in 2001 the Department of Education began using the AFGR as a benchmark measure of the high school graduation rate. It was considered the most reliable estimate given the available data reported by each individual state, and it could also be computed all the way back to the late 1960s. However, beginning in the 2010–2011 academic year, all state education agencies will now be required to report graduation rates based on a more rigorous and uniform standard. The measurement is defined as the adjusted cohort graduation rate (ACGR), and it is designed to be a more accurate estimate of the on-time graduation rate than the AFGR. The goal of the ACGR is to fully track a cohort of ninth graders who are entering high school for the first time, adding and subtracting dropouts and transfers, and calculating the fraction earning a regular diploma after four years. The Department of Education released preliminary data for the 2010–2011 academic year at the state level using this new measure. A comparison of the two measures for 2009–2010 illuminates two facts. First, on a national scale, the previous measure (the AFGR) is a fairly accurate estimate of the more refined measure. This is because on average, the AFGR is an overestimate of the graduation rate in some states and an underestimate in others, and these misestimates tend to offset each other. As a result, we would expect future national estimates under the new standard to be similar to current estimates and hopefully similar to current trends. The second point however is that while the AFGR may be reliable on a national level, it may not provide a good estimate for any given state. Consequently, many states may experience large changes in their estimated graduation rates when they switch from the methods they used previously to the more rigorous ACGR. One example is Ohio. Prior to 2010 the state reported an estimate of the graduation rate based on its own adjusted-cohort formula. Between 2002 and 2009 this number was around 85 percent. However, in the 2010–2011 academic year, under the more accurate, uniform standard, the estimated on-time graduation rate is lower—78 percent. Looking forward, an improved measure of the graduation rate will not only provide us with a more accurate picture of the dropout problem, it will also reveal the areas that are in most need of improvement. With such information, in conjunction with the trending improvements in graduation rates, we are hopefully positioned to continue to make substantial progress on one of the major challenges facing the education system.

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Avoiding the knowledge sewer By Patrick Morin May 11. 2012 3:00PM - Last modified: May 11. 2012 3:52PM Back to TopCommentsE-mailPrint The sales training session ended almost 45 minutes earlier and the participants were still chatting in small groups around the room. Launching at 8:45 a.m. with regular breaks and a 40-minute lunch, you’d figure they would be high-tailing it out of there at 5 p.m. It was approaching 5:45 when Kat, the CEO — part of one of those small groups — approached. “Thanks for coming!” she said. “It’s been a terrific day and our team is really excited about the changes. So am I.” She continued, “We’d like to meet with you to follow up on a few things. We’re committed to implementing correctly the things we learned today. The team’s drafted a list of things to accomplish and assigned leaders.” “You did?” I asked. “No, they did it on their own,” was the answer. Perfect. The team was engaged and was taking control of its education. Why didn’t the participants fall casualty to the all-too-common “we learned a lot but didn’t do the stuff we learned mentality?” Leadership and the culture it created. Here’s some observations: The leader was present. In this case it was the CEO, but that is immaterial; it could have been a VP of sales, a sales manager or the like. When leaders show up for and participate in training classes, it ups the ante and makes the session even more important to participants. It communicates a “this is important and I’m taking it seriously” message. Leaders should participate but be sensitive to not dominate or intimidate while they are there. Kat showed up and participated but let her team shine. The team had gotten together before the session and set learning objectives. Instead of being instructed to just show up for the event, the participants went in with clearly defined goals of what they wanted to learn. They were motivated to be there and they understood why they were. They requested — and received — preconference “homework” so when they walked in the door they were ready for the day. The company negotiated — up front — post-training coaching. The participants knew they had resources available to them after the event and, moreover, knew they would be held accountable for results. The results that come from behavior change are more easily achieved when the individual knows they have support. They created action plans before they left the room. The session was high-energy, participative and creative, but that is only a part of it. The team wanted to make sure there was ROI and realized that the quicker they implemented parts of what they learned, the greater the probability they would retain it and see results. They chose to stay late to make initial plans. The right people were in the room. This points to two things: The company is very selective in its hiring process (evidenced by low turnover and high morale) and the people in the sessions had high buy-in to the spoils of improvement. The company culture is clear that learning and development was the path to innovation and innovation was the path to profitability and success. The company had hired people that agreed. It’s often best to decide before we’re even in the class to avoid the knowledge sewer — that curious hole where we stash all the stuff we’ve learned but not implemented. Kat did. Patrick Morin is the president and COO of BrightHammer, a team of experts that work directly with company leaders nationwide to develop and implement sales strategy, deliver targeted sales training and effect sales-oriented culture changes. Email him here, follow him on Twitter or connect with him on LinkedIn.

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Music Made Easy If you enjoy music and would like to know more about what makes it work, this is the course for you. You'll gain a complete understanding of rhythm, melody, and harmony, and you'll be able to recognize pitches on the musical staff and on the keyboard. Each lesson will build on previous lessons, while also introducing new musical concepts. Your course begins with an introduction to rhythm and the various aspects of rhythm; including beat, meter, note, and rest values. You'll then learn about the role of melody in music, and you'll gain proficiency in identifying pitches by octave, building major scales, and understanding the role of keys in creating melodies. You'll explore the keyboard in full detail, with an emphasis on the structure of major scale and the signatures of major keys. And you'll understand the many significant contributions early music theorists made to our understanding of music. You'll also be able to build intervals, major scales, and chords. By the time you complete this comprehensive and full-featured course, you'll be able to read, write, and even play simple musical pieces on a keyboard. Marianne Murawski earned her Ph.D. in Music Theory from the University of Maryland, her M.M (master of music) in Music Theory, and her B.A. in Music. Her dissertation, Theory through World Music, focused on developing an introductory music theory course that used world music examples. She has been teaching courses in music fundamentals, music appreciation, history of rock music, and world music at several colleges and universities. She is an active member of the College Music Society, giving presentations at Conferences including an International Conference in Vienna, Austria. Review Great course. It was very helpful and answered a lot of questions I have had for a while about music. Pleasures of Poetry Introduction to Journaling

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Undergraduate Engineering Programs Home Mission, Objectives & Outcomes Department Faculty & Staff Internship & Job Search Enrollment and Graduation Data Engineering at Arundel Mills Welcome to the Undergraduate Engineering Programs web site. We offer the following undergraduate engineering programs at Frostburg State University. Bachelor of Science in Engineering Strong core curriculum provides broad knowledge of math, science, and engineering while flexible interdisciplinary electives allow students to choose one of the following concentrations: This program allows students to double major in physics by taking one or two additional courses. Frostburg State University (FSU) and the University of Maryland, College Park (UM) are collaborating to offer an innovative program in mechanical engineering on the FSU campus. Collaborative engineering students complete their four-year study on the FSU campus and receive a BS degree in ME from University of Maryland. Physics, math, general education, and introductory engineering courses offered at FSU. Starting from junior year, students meeting transfer admission criteria are admitted to UM but continue their study on FSU campus. In junior and senior years, some of the lectures are offered from UM via Interactive Video Network. FSU faculty members teach all courses with a lab or project component. The Mechanical Engineering program is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. Dual Degree Engineering Opportunities for Students Interested in Other Engineering Disciplines: For students interested in engineering majors other than mechanical and BS Engineering, FSU and University of Maryland offer a dual degree engineering program. Under this program, students attend FSU for approximately three years and UM for approximately two. Students then receive two degrees (one in physics from FSU and a B.S. in engineering from University of Maryland). Engineering degrees are offered by University of Maryland in a variety of disciplines, including aerospace engineering, chemical engineering, civil engineering, materials engineering, and fire protection engineering. For more information on these programs, contact: Dr. Eric Moore, Department Chair 122 Compton Science Center Frostburg, Maryland 21532-2303 E-mail: [email protected] Web Page Manager: Linda Steele

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SermonsBiblical Inspiration Validated By Science, Part 2 Biblical Inspiration Validated By Science, Part 2 Selected Scriptures November 26, 2006 Buy CD/DVD Pulpit VideoRight-click (Control-click on the Mac) and select 'Save As...' or similar We are examining the great doctrine of biblical inspiration. We are looking at the reality that God wrote the Bible and the question always comes up...How do we know God wrote the Bible? There are a number of ways to answer that question. One way to answer it is to look at what the Bible says about the scientific world. To put it simply, whoever designed the universe understands it. Whoever created everything understands His creation, from the microcosm of the minute world of atomic energy, to the macrocosm of limitless space. Whoever created it all understands it because He conceived it and he made it and He sustains it. And whoever is intelligent enough to create this universe with its astonishing and immeasurable complexity is certainly capable of writing a book explaining the way things really are in a simple enough fashion so as to leave His stamp on that book as the divine author. And the fact of the matter is, communication is not something difficult for the creator, He is a communication genius beyond all comprehension. God is the source of all the information that exists and He has appropriately spread it throughout His universe as He deemed necessary to accomplish His purpose.Post-modernists philosopher Richard Roarty(?) admits that the idea of truth is coherent only in the context of a Christian world view. He said this, "The suggestion that truth is out there, objective and universal, is a legacy of an age in which the world was seen as the creation of a being who had a language of his own, a non-human language which he wrote into the cosmos." Now he depreciates that view but that is precisely the biblical view and that is precisely what Christians believe, that God is there...as Francis Schaeffer says...and He is not silent. He has spoken, He has spoken throughout His creation sometimes in the written Word of God and sometimes with a language of His own that is non-human. But the Creator speaks and science is more and more month by month year by year discovering what He has said.For example, the discovery of DNA, the coded instruction that is in every cell of every living thing means that at the heart of all life is language, a message, information. In other words, the organic world is really a book, it is a repository of complex biological information. And not only the organic world, information has become the key for interpreting the physical universe as well. Everything in creation operates on information that has been transmitted to it in a language from the creator. Scientific American journal said recently, "Ask anybody what the physical world is made of and you are likely to be told matter and energy. Yet if we have learned anything from engineering, biology and physics, information is just as crucial an ingredient. Indeed, some physicists now regard the physical world as made of information with energy and matter as incidentals." And where does information come from? "In all human experience." I'll say that again, "In all human experience, information comes from an intelligent source." Never is it generated by blind material forces, chance or coincidence. In all human experience information comes only by an intelligent agent, an intelligent agent who can assemble that information and communicate effectively that information to another intelligent agent or to an another receptor of that information that then can function on the basis of that information. If you look at the microcosm of the world, it is loaded with information. Think of the genetic code. Scientists have now discovered that the genetic code is digital, it's not analogous to a digital code, it is digital. It is exactly as a digitized computer code. It is not like it, it is in reality a digital code of information. More than a hundred years ago when Darwin came up with his theory, his idea was that a cell was extremely simple, just a bubble of protoplasm, a bubble of jelly. Over the past few decades, however, new technology like electron microscopes have produced a revolution in molecular biology, we now know that the cell is not just simple jelly, simple protoplasm, it is a high-tech molecular machine far more complex than any machine ever built by a human being, and I'm talking about every single cell. Scientists tell us now that every cell is like a miniature factory town. Every single cell hums with power plants, automated factories and recycling centers. In the nucleus is a cellular library of every cell, housing blueprints and plans that are copied and transported to the factories in the cell, each of which is filled with molecular machines that function like computerized motors. These manufacture the immense array of products needed within the cell with the processes all regulated by enzymes that function as stop watches to ensure that everything is perfectly timed. And all things are assembled, gathered, transported and delivered in exactly the required moment. It was Francis Crick(?) of DNA fame who said, "The cell is thus a minute factory bristling with rapid organized chemical activity." Even the outside of the cell, the surface, the membrane is studded with censors, gates, pumps and identification markers to regulate traffic coming in and out of that cell. Today biologists can not even describe the cell without using the language of machines and engineering.It was Michael Behee(?) who wrote the blockbuster Darwin's Black Boxin which he posited the obvious truth of intelligent design behind creation, rather than random chance. And Behee describes a cell like this. "Each cell has an automated rapid transit system in which certain molecules function as tiny monorail trains running along tracks to whisk cargo around from one part of the cell to the other. Other molecules act as loading machines, filling up the train cars and attaching address labels. When the train reaches the right address in another part of the cell, it is met by other molecules that act as docking machines, opening them up and removing the supplies. To frame a mental image of the cell, picture it as a large and complex model train layout with tracks crisscrossing everywhere. Its switches and signals perfectly timed so that no trains collide and the cargo reaches its destination precisely when needed." And Behee goes on to say, and here's his main point, "This is a level of complexity that Darwin never dreamed of and his theory utterly fails to account for. Why? Because a system of coordinated interlocking parts like this can only operate after all the pieces are in place, which means they must all appear simultaneously, not by any gradual piece by piece process." Therefore, Behee coined the term "Irreducible complexity." "To refer to the minimum level of complexity, it must be present before such a highly integrated system can function at all. It cannot evolve piece by piece, it must appear simultaneously in the very same moment. Irreducibly complex systems don't have any function without this minimum number of parts in place, which means they can't occur by natural selection."As another illustration of this, consider the tiny string-like flagellum attached like a tail to some bacteria. Have you ever seen in a microscope a bacteria with a little tail? As the bacterium swims around in its environment, the flagellum whips around like a propellor and from a diagram if you were to see it, you would consider it to be a kind of motorized machine like you would have in an outboard motor. It is a microscopic rotary motor that comes equipped, scientists tell us, with a hook joint, a drive shaft, o rings, a starter and a bidirectional acid power motor that can hum along at up to...are you ready for this?...one hundred thousand revolutions per minute. Structures like these require dozens of precisely tailored, intricately interacting parts which could not emerge by any gradual process. Instead the coordinated parts must somehow appear on the scene all at the same time, combined and perfectly coordinated in the right patterns for the molecular machine to function at all. And all of this is dependent upon information, operational manuals in every part of the organic world.This has to come from intelligence. It has to come from the Creator who is communicating this information to His creation. If you go from the micro world to the macro world, it's the same thing. In fact, I am fascinated, and always have been, by the macro world...stars, space. And science is continuing to discover the complexity of our cosmology. This universe, as we know it, is intricately balanced as if on an edge of a knife. Take, for example, just the force of gravity. If it were only slightly weaker, all stars would be red dwarfs, too cold to support life in the universe. If it were only slightly stronger, all stars would be blue giants burning too briefly for life to develop. The margin of error in the universe expansion rate is only one part in ten to the sixtieth power. Cosmologists speaks of cosmic coincidences, meaning that the fundamental forces of the universe just happen to have the exact numerical value required to make life possible. The slightest change would yield a universe inhospitable to life.What makes the question so puzzling is that there is no physical cause explaining this fine tuned complexity. George Greenstein(?), writes, "Nothing in all of physics explains why its fundamental principles should conform themselves so precisely to life's requirement." In other words, there is no physical explanation for why the universe is the way it is. To make it even more clear, perhaps, imagine that you found a huge universe-creating machine, okay? And it had thousands of dials on this machine representing the gravitational constant and the strong nuclear force and the weak nuclear force and the electromagnetic force and the ratio of the mass of the protein and the electron and all the rest of the complexity of matter, and imagine that each dial has hundreds of possible settings and you can spin them and twirl them around at your will. Nothing is preset to any particular value. What you discover is, however, that the infinite number of dials just happen to be set exactly at the right value everywhere in the entire complexity of the universe so that it all operates perfectly when even the slightest tweak of one of the cosmic knobs would produce a universe where life was impossible. As a science reporter puts it, "They are like the knobs on God's console counsel and they seem almost miraculously tuned to allow life." And so they are. They are not constrained by any natural law, that's what Einstein couldn't find, that's what scientists can't find today. And yet scientists are reluctant to acknowledge a creator. Astronomer Heinz Overhummer(?) says, "I am not a religious person, but I could say this universe is designed very well." Well you ought to be a religious person if you can say that. How about astronomer Fred Hoyle(?), he said this, it's a famous quote, "A common sense interpretation of the facts suggests that a super-intellect has monkeyed with the physics." Who is that super-intellect? Hoyle says, "An alien mind from another universe," which just moves his problem somewhere else. All of that to say that the Creator is the master of information, the master of information in the microcosm, the master of information in the macrocosm. So the Creator knows His creation and the Creator knows the complexity of His creation and He knows the simplicity of His creation and He knows what scientists are going to find out. And He has to write a book that when time goes on and centuries go on and millennia goes on and science digs deeper and deeper and deeper into the matter and the organic life of the universe, nothing that He has said is going to be wrong. And so He speaks in His Word and since He is the Creator, what He says in His Word is absolutely accurate, absolutely right. His Word does not speak about the complexity of the atomic world or the world of cellular structure in the organic realm and the world of complex atomic structure in the inorganic world. It doesn't speak about that which is only observable to a high-tech far-advanced society. It speaks to those things which are observable by everyone and have always been observable to one degree or another, but it speaks also of things that were not discovered at the time that they were basically written in the Word of God. In fact, they were contrary to common belief at that time. And yet as time has gone on, they have proven to be exactly accurate.Let's take some simple categories and look at them. First of all, hydrology...hydrology. This deals with the subject of water...of water, the waters of the earth. You can get all the way in to the seventeenth century, the sixteen hundreds, and you will find scientists puzzled about the source of water, talking about subterranean reservoirs where water is held down in the belly of the earth and comes up from there. But in the seventeenth century, scientists such as Mario, Pereau(?) and Halley(?), all three in the seventeenth century, opened up the modern understanding of hydrological motion, or the hydrological cycle, how there is only an original mass of water. It is always the same, it always has been the same, it always will be the same. This is the first law of thermodynamics. This same mass of water, this same cycle of the combination of H2O moves continually through a process of evaporation, transportation, precipitation and irrigation, and then run off back to start the process all over again. The Bible is absolutely accurate in the way it presents the hydrological cycle.Listen to the language of Isaiah 55 and verse 10. "For as the rain and snow come down from heaven and do not return there without watering the earth and making it bear and sprout and furnish seed to the sower and bread to the eater, so shall My Word be which goes forth from My mouth. It shall not return to Me empty without accomplishing what I desire and without succeeding in the matter for which I said it." Now the point of that statement by the prophet is to show that the Word of God always accomplishes its purposes as God sends it forth. But the analogy, and the Bible isn't a book trying to teach you science, but when it uses a scientific analogy it is an accurate one. It's as the rain comes down from heaven and returns there but only after its watered the earth that you see the hydrological cycle. If you turn with me for a moment to Ecclesiastes chapter 1, you find again a reference to this. In verse 6 it talks about how the sun rises, the sun sets, hastening to its place. It rises there again, blowing toward the south and turning toward the north. The wind continues swirling along. Talks about wind currents as well. And on its circular courses the wind returns, the wind runs in circles. This is before they knew the earth was a circle. But the wind is running the circle of the earth. You have in verse 7 hydrology, all the rivers flow into the sea yet the sea is not full, or the sea does not overflow. Why? Because when all the water flows into the sea, it evaporates back out of the sea up to the heavens where it is retained in the clouds and then deposited again on the earth and runs the same cycle again and again.In Job, perhaps the first book ever written, talking about the same time as the Pentateuch would be written, you have this in Job 36 verses 27 and 28, "For He draws up the drops of water, He draws them up, they distill rain from the midst which the clouds pour down. They drip upon man abundantly." Now it's starting to put together the rain and the snow come out of the sky, they come down, they irrigate the earth, they go into the rivers and the streams, they flow into the sea, the sea never overflows because the water is drawn up and distilled in the clouds. The clouds move over the land and they drip upon man abundantly and the cycle goes on. Psalm 135:7, "He causes the vapors to ascend to the ends of the earth. He makes lightnings for the rain." There you have all of those elements of evaporation, transportation, precipitation, irrigation and run off and the cycle goes on again. And Scripture speaks about this not infrequently, but quite frequently. Just a couple of other passages that show this. The twenty-sixth chapter of Job verse 8, "He wraps up the waters in His clouds and the cloud does not burst under them." God collects the evaporated water in the clouds and the clouds as...as thin as they are, as seemingly weak as they are...hold the water. They hold massive, massive amounts of water as we well know who have lived through severe storms when those clouds bring that water, collecting it off the sea as they go and bursting upon the land even to the degree of hurricanes and their horrific deluges.There is in Psalm 33:7, and I don't want to go to every passage, I'll skip a few. Psalm 33:7, "He gathers the waters of the sea together as a heap." This pictures the great ocean reservoir. "He lays up the deeps in storehouses." God's storehouse for the water is the deep, is the ocean. In Job 38:22 it says, "Have you entered the storehouses of the snow? Or have you seen the storehouses of the hail?" That is to say, have you ever ascended into heaven and gone into a cloud? Water is an amazing thing. I was reading this week about a mole...m-o-l-e.... It is a collection of molecules and in one mole of water which is 18 grams of water, you have six-hundred-billion-trillion molecules. It is a staggering amount of material in one mole of water. And this massive amount of water moves in this continual cycle that God has designed and simply explained in Scripture not as a scientific explanation but almost in each case either to show the ignorance of man and the inability of man to ascend into the place where God dwells, or to use as an illustration of some spiritual truth.Going beyond that, let's talk about astronomy. The most amazing fact of modern astronomy is the essentially infinite size of the universe and the infinite variety of the physical components of that universe, including the stars. And after years and years, there's universal agreement on the nature of space and all that occupies it.To show you something of the Scripture's understanding of this, go to Psalm 103...Psalm 103. Remember now, whoever wrote this book understood this perfectly at a time when no one else did because He is the Creator. In Psalm 103 and verse 11 we read this, "For as high as the heavens are above the earth, so great is His loving kindness toward those who fear Him." Now again we find God making statements that are a true indication of cosmology, a true indication true science and a true understanding of the universe, but not for the sake of the science but for the sake of the illustration. And he is trying to express the infinite nature of His loving kindness and he parallels it to the height of the heavens, as high as the heavens are above the earth, that is how great is the loving kindness of God toward those who fear Him. And just how great is it? It is equal to the distance between the east and the west. Now try to figure that out. How far is east from west? It's impossible because it's an infinite line...it's an infinite line. And there is that point being made. That's how far He's removed our transgressions from us. He has removed them infinitely from us as far as east is from west because His loving kindness is infinite, it is as far up as this universe will go. And so we find that God speaks of His infinite loving kindness and His infinite forgiveness by describing the infinity of what we now know is an infinite universe.In Job 22:12 we read, "Is not God in the height of heaven? Look also at the distant stars, how high they are."And Jeremiah 31 verses 35 to 37 is another very straightforward and accurate statement with regard to astronomy. Jeremiah 31:35, "Thus says the Lord who gives the sun for light by day and the fixed order of the moon and the stars for light by night." We now know that they all move in a fixed order in orbits, in motions that are fixed and permanently controlled and varying. This is our God and this is His creation and He knows how it operates. Go down to verse 37, "Thus says the Lord, if the heavens above can be measured and the foundations of the earth searched out below, then I will also cast off all the offspring of Israel." Meaning, you cannot measure the height of the heavens and you cannot discern what holds the earth in its place, anymore than I will cast off the offspring of Israel. Pretty important statement eschatologically, too, isn't it?In the third chapter of Jeremiah and verse 22, a very interesting statement. "As the host of heaven cannot be counted and the sand of the sea cannot be measured, so I will multiply the descendants of David." Here the Bible says you can't count the stars and you can't count the sand on the seashores of the world. That we would agree would be utterly impossible. However, before the seventeenth century, Hipparchus said there one-thousand and twenty-two stars. Ptolemy said there are one-thousand-fifty-six. Kepler said there are one-thousand and fifty-five. And today scientists tell us there are over one-hundred-billion in our galaxy and billions and billions of uncounted galaxies. Scientists have also discovered in recent centuries that stars are different sizes, different temperatures, various kinds of stars, different varieties. And they are busy cataloging the numerous types of stars. Listen to 1 Corinthians 15:41, "There is one glory of the sun and another glory of the moon." The moon is not like the sun. "Another glory of the stars, for star differs from star in glory." This is to illustrate that in the resurrection we will have a different kind of body. And the Bible is right. There are all kinds of stars and they differ one from another. Science has also charted the absolute patterns of orbits which do not vary. The consistency of these bodies in motion, the great astronomer Kepler had predicted mathematically that on December 6, 1631 the planet Venus would pass in front of the sun. He predicted that based upon the fixed orbit of the planet Venus. He didn't live to see it but a Frenchman, Pierre Gasendy(?) prepared to see it occur and it did so as predicted. According to Kepler, a transit again would occur over a hundred years later. But there was an English school boy who calculated orbits and found it should occur frankly in two years...to years after the original one calculated by Kepler, it should happen on December 4 in 1639 and it did.How can you predict that? Because the orbits are fixed and unwavering. And that's exactly what we've just read. The Lord sets things in their place in fixed orbits. Listen to Jeremiah 31:35 and 36, "Thus says the Lord who gives the sun for light by day and the fixed order of the moon and the stars for light by night. If this fixed order departs from before Me, then the offspring of Israel shall also cease from being a nation before Me forever."Look at Psalm 19 for just a moment, in the sixth verse of Psalm 19 a statement is made that science used to laugh at and use it to debunk the accuracy of the Bible. It says in verse 6, speaking of the sun, that the sun is like a bridegroom coming out of his chamber, rejoices as a strong man to run his course, its rising is from one end of the heavens and its circuit to the other end of them and there is nothing hidden from its heat." And here the psalmist says that the sun moves from one end of heaven to the other. There were people up until the seventeenth century who thought the sun didn't move at all. But the psalmist tells us it does move, we now know that the sun is in constant motion, it is in orbit dragging our entire solar system with it and the sun is moving through space at 72 thousand miles per hour in a gigantic orbit that takes two million centuries to complete, based upon that speed. Not many years ago scientists taught that the moon was a great luminous globe like the sun even though 25 centuries ago Job said, "Look to the moon, it does not shine," Job 25:5. It has no light of its own, it is merely a reflector of the sun. When you look at the Bible and you look for hydrology and you look for astronomy, the scientific facts are correct. How about geology, the science of the earth? There are a lot of geological things that we could talk about, and I confess that I am not a scientist, but I can read like anybody else and find the things that science is interested in and compare them with the Word of God which is basically what I've endeavored to do. But in the realm of geology there is a science called isostasy...isostasy. It is the study of the balance of the earth. It really didn't come into prominence until around 1959 and it deals with the landmass the mountains, the seas, and how those things all effect the weight of the earth. That is the foundation of what are called geo...what is called geophysics. And the Bible acknowledges this whole matter of isostasy..weight. Isaiah 40 and verse 12, "Behold the Lord God who has measured the waters in the hallow of His hand and marked off the heavens by a span and calculated the dust of the earth by the measure and weighed the mountains in a balance and the hills in a pair of scales."God knows who much everything weight...weighs. It is in perfect harmony. You have all taken a basketball that was not round and have rolled it, right? And seen it go like that....and that's what we would be doing every so often, bouncing a little if the earth did not move in a balanced fashion. Psalm 104 verses 5 through 8, "He established the earth upon its foundations so that it will not totter. The mountains rose, the valleys sank down to the place which Thou didst establish for them." The right height of the mountains, the right depth of the valleys, the right weight of the water, the right weight of the dirt and the dust and it all is in perfect balance.Geology has another sub-science called geodesy, dealing with the shape of the earth. The shape of the earth, we know what it is, it is round. It is spherical. The ancients taught that it was flat, as you well know, and they thought even up to Columbus' time that if you just kept sailing, you'd fall off the edge. In fact, they used to think that if you sailed through the gates of Pericles, that was the ancient name of Gibralter, if you passed the land mass North Africa and Spain, that was the end and you would fall into nothingness.But the Bible was crystal-clear about that. Long before that, Isaiah 40 verse 22. "It is He who sits on the circle of the earth." Circle is a Hebrew word meaning sphere, meaning sphere. The earth is a circle. The Bible says that. And it even goes further than that. In Job 22 verse 14 it talks about the circle of heaven. And in Proverbs 8 and verse 27, that might be a verse just to point to you, Proverbs 8:27, "When He established the heavens, I was there when He inscribed a circle on the face of the deep." What's that? That's the one place where you and I can see the circular character of the earth standing on the beach looking at the circle on the horizon across the edge of the deep. The Bible is crystal clear that this is a sphere, that it is a circle and that it is visible on the horizon. Even more. Job 38, two verses in Job 38, verses 13 and 14. And again remember, these are usually in the context of making a spiritual point or indicating what it is that God knows that we don't know unless He reveals it to us. But in Job 38 verse 13 it talks about taking hold of the ends of the earth. What in the world does that mean, taking hold of the ends of the earth? If you go to verse 14 you find out. It is turned...the Hebrew says it is turned like clay under the seal, or clay to the seal. You will notice that under is added. It is rotated like clay to the seal. You take a hold of the ends of the earth and you rotate it like clay to the seal.Here's what happened. When in ancient times you wanted to write something, you wrote it in clay before paper. In Job's time you would have written it in soft clay, like God wrote His Law. And then you would have sealed it so everyone had a seal with his name on it. And you took the soft clay and you rolled the seal of your name across the clay which imprinted your signature. That's how printing is done even today on a cylinder, it's rolled across. And Job...God is telling Job that the earth, you take the ends of it and you turn it like you turn that clay signature across soft clay to make an imprint. It is rotated on an axis, you take two ends and the earth rotates on the axis around those two ends, one at the north and one at the south. And we saw even in Job, the oldest book, the understanding that the earth is a sphere, that it is a circle and that it rotates on an axis.It was the seventeenth century when Newton discovered gravity. That was big. Gravity had always been around, he just identified it for what it was. But it was Job chapter 26 verse 7, "He hangs the earth on nothing. He hangs the earth on nothing." And gravity is even indicated, go to Job 38 for a minute, verses 31 and 32...Job 38:31 and 32. The Lord's talking again and He's giving Job a very important lesson about Job's ignorance. And He says, "You must think you're something, Job, so let me give you a few things to think about," verse 31, "Can you bind the chains of the Pleiades, or loose the cords of Orion?" What's He talking about there? He's talking about gravity. All those stars that move in space in those constellations are held together by divine chains, by divine cords. Who do you think you are? "Do you think you can hold the constellations together? Can you lead forth a constellation in its season? Can you move it through space? Can you guide the bear with her satellites? Do you know the ordinances of the heavens and...or fix their rule over the earth?" Who do you think you are?There is knowledge...if you go back to the fourteenth chapter of Job of another element of geology...in Job 14 and verse 18, "But the falling mountain crumbles away and the rock moves from its place, water wears away stones. Its torrents wash away the dust of the earth." This is erosion. This is rock erosion. People didn't live their life long enough to see it. Post-flood, they...they...they would never have known this. No one is around long enough to see that really take place. In the thirty-eighth chapter, go back again to Job 38 verses 29 and 30, "From whose womb has come the ice and the frost of heaven? Who has given it birth?" Where does the frost come from? The dew. Where does the ice come from? Water becomes hard like stone and the surface of the deep is imprisoned. What's that? That's a glacier. You even have here an understanding of the hardness, the dense hardness of glaciers. So whether you're talking about hydrology, whether you're talking about astronomy, whether you're talking about geology, the Bible shows the designer and the creator's understanding of all these things in simple enough expressions for everyone to understand. Let's talk about meteorology for a minute. This is the circulation of the atmosphere, and I already read you how the wind moves in cycles and in circles because it circles the circle of the earth. It wasn't until the seventeenth century that Galileo discovered that wind had circuits. We read that in Ecclesiastes 1:6. And no scientist before Galileo knew or believed that the air had weight...that it had weight. But Job 28:25 says God imparted weight to the wind...weight to the air. Let's talk about physiology briefly...physiology. It wasn't until 1628 and this was a huge change in the world, that William Harvey discovered the circulation of blood was the key to life. Prior to that, if you got sick, what did they do? Took your blood away. They bled you, stuck leeches on you, cut you open and let you bleed. Not until 1628 did they know what is in Leviticus 17:11, "For the life of the flesh is in the blood." That is scientifically correct. It was about the 1950's when medicine began to look in psychosomatic illnesses. And there was a book that came out called Personality Manifestations in Psycho...Psychosomatic Illnessand it began for the first time to understand how emotions cause changes in the body, they cause physiology to change. The Bible completely understood this. Psalm 32, David understood it so well, "How blessed," he starts in Psalm 32, "is he whose transgression is forgiven, whose sin is covered. How blessed is the man whom the Lord does not impute iniquity and in whose spirit there is no deceit." It's wonderful...he says...to be forgiven, what a blessing it is to be delivered from guilt.On the other hand, "When I kept silent about my sin, my body wasted away." It had physiological effects. "Through my groaning all day long." What he means is, I was weakened by my guilt, it affected my strength, it sapped me of my energy. He said, "For day and night thy hand was heavy upon me, my life juices...literally...my life juices...in the Hebrew...drained away as in the fever heat of summer." It was like...it was like having...being dehydrated, all my life's juices disappeared. What are life juices? Well the fluids in your body...blood, secretions of the glands, saliva. The emotional experience of this kind of guilt produced changing amount of blood flow. That's why when people get angry their face gets red...or when people get frightened their face gets white...or when people lie their mouth gets dry. Excess thyroxin produced by emotion and poured into the blood stream can produce all kinds of things, even fatal heart disease. Also changes muscle tension. In Proverbs 16:24 we read this, "Pleasant words are a honeycomb, sweet to the soul and healing to the bones." Pleasant words make you feel better, right? It's like Proverbs 17:22, "A merry heart does good like a medicine." Happiness produces a self of well-being, you feel better. The Bible is accurate about everything, even down to these physiological realities.Well, that's only an introduction to the vastness of this wonderful subject. But let's close by looking at Proverbs 30...Proverbs 30. And this is a good place to bring our thoughts to a conclusion. "The words of Agur, the son of Jakeh, the oracle. The man declares to Ithiel, to Ithiel and Ucal." Listen to what he says. "Surely I am more stupid than any man and I do not have the understanding of a man, neither have I learned wisdom, nor do I have the knowledge of the Holy One." On my own I am stupid, I don't know anything. Verse 4, "Who has ascended into heaven and descended? Who has gathered the wind in His fists? Who has wrapped the waters in His garment? Who has established all the ends of the earth? What is His name, or His Son's name? Surely you know." We do? How do we know? Verse 5, "Because every word of God is...what?...is pure, proven, tested." You know the Holy One, you know that He came from heaven. You know He created the wind and the waters and the ends of the earth and you know His name, and by the way, you know His Son's name, through His revelation. "And you know that He's a shield to those who take refuge in Him and do not add to His words, lest He reprove you and you be proved a liar." What that is saying is simply this, God has spoken and what He said is here. Don't add to it. And whether it talks about spiritual things, or whether it talks about material things, it is the truth because it is written by the creator who knows. Pray with me.Father, we are so stunned in one sense to look into the passages of Scripture from ancient books, way back at the beginning, millennia ago, long before man was ever able to develop the skill and the equipment to understand these things, but was all laid out accurately. And herein is the evidence that this book comes from the creator who knows. There is no way that the writers could have known. Moses who wrote the Pentateuch couldn't have known, apart from revelation all these things, nor could Isaiah the prophet, nor could the writer of Job, or the psalmist or even the Apostles of the New Testament who talked about the differing character of the sun, the moon and the variety of stars. It's all reflective of one single author who is himself the creator. And how wonderful it is that the one who made all this is none other than the one who came incarnate, for in the beginning was the Word and the Word was with God and the Word was God and all things were made by Him and without Him was not anything made that was made. But the Word also became flesh and dwelt among us and we beheld His glory, the glory as of the only begotten of the Father, full of grace and truth. And as many as received Him, to them He gave the right, the authority and the power to be called the sons of God. We thank You that we can know You, the true and living God. You are the One who made this universe, You are the One who came down to provide spiritual life, eternal life to all who would put their trust in You. And all that You desire to say to us spiritually and to confirm that You indeed are the Creator, you have placed in Your Word. Increase our confidence in it, our love for it, our devotion to it, to know it and thereby to know You, to proclaim it, to defend it to the glory that You deserve as its author and the final object of its purpose which is to redeem sinners for Your eternal glory. We thank You again for the power of the Word in Christ's name. Amen.

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Welby warns over 'faith homophobia' (From Halstead Gazette) Welby warns over 'faith homophobia' 5:46am Monday 12th May 2014 in National News The Archbishop of Canterbury acknowledges that church schools face "particular challenges" when it came to tackling homophobia The Archbishop of Canterbury has warned that the Christian faith should never be used as a justification for homophobic bullying. The Most Rev Justin Welby said bullying was "invariably unacceptable and totally wrong" regardless of a person's view on gay relationships. "No sense of something being right or wrong justifies another wrong," he said. "So there is never a point in which because you say that a particular form of behaviour, whether it is this, or any other, is wrong, that that justifies you saying that it is ok to bully someone. "Bullying someone is always invariably unacceptable and totally wrong." The Archbishop was speaking as he launched new guidance which states homophobia must not be tolerated in Church of England schools. Schools can be among the most homophobic of places and the Church's schools need to do as much as they can to ensure that they are not turning a "convenient blind eye" to institutional homophobia, the new advice - published by the Church of England - warns. But it goes on to say that while homophobic language and behaviour is unacceptable in Church of England schools, pupils, parents and staff who believe that homosexual acts are "less than God's ideal" should be allowed to express the view without being subjected to discrimination themselves. The new guidance is part of fresh measures aimed at stamping out homophobic bullying in Church of England schools. Archbishop Welby announced plans to draw up new advice on the issue less than a year ago, after expressing concerns about the impact of homophobic bullying on the lives of young people. The new document, Valuing All God's Children, acknowledges that within the Anglican community there is a wide range of beliefs about homosexuality and that it is a "very divisive issue" for the Church. But it adds that the purpose of schools is to educate, and they should be a safe and welcoming

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September 13, 2011U.S. News Names Hamline 1st in MN, 11th in Midwest Among Best Regional UniversitiesFor the eleventh consecutive year, Hamline University remains the top-ranked Minnesota university in its class in the 2012 rankings of “America’s Best Colleges” by U.S.News & World Report magazine. Hamline University ranked first in Minnesota and eleventh among 143 universities in the Midwest region in the magazine’s Best Regional Universities category. Hamline has been ranked in the top fifteen in the Midwest since it was added to the Best Regional Universities category (formerly titled Best Universities-Master’s category) in 2001. In the U.S. News sections entitled “Strong Commitment to Teaching” and “Up and Coming Schools,” Hamline University ranked fifth in the Midwest. In the “Great Schools, Great Prices” section, in which schools are ranked in terms of dollar value for the quality of education, Hamline was again ranked in the top fifteen “best value” schools among the 143 universities in its class. Hamline also made the list of “A+ Schools for B Students.”“An exceptional, personalized teaching and learning environment and true value for a quality education are hallmarks of the Hamline experience, and it is heartening to note that for more than a decade Hamline University’s academic reputation and success has been affirmed by U.S. News in its annual college rankings,” said Dr. Linda Hanson, president of Hamline University. “However, rankings are just one reference source for learning about various schools. Students should visit the campuses of colleges they are exploring, thoroughly examine the programs offered, and consider carefully the quality of teaching they will receive to make the college choice that is right for each of them.”The magazine’s Best Regional Universities category includes schools throughout the nation that award primarily undergraduate and master’s degrees and a small number of doctoral degrees. The rankings measure a school’s overall academic reputation, as well as selected criteria within its undergraduate college, such as average graduation rate, first year student retention, class size, and faculty to student ratio, among other criteria, to compute an academic quality rating.Other Minnesota schools in the Best Regional Universities category include St. Catherine University (tied for #14), Bethel University (tied for #19), College of St. Scholastica (tied for #26), Augsburg College (#28), and Concordia University (#98). A complete listing of this year's rankings is available at the U.S.News & World Report website.

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Pondering on the Qur’an Other Formats PDF DOC Related Works Sincerity means wholehearted belief in Allah(God) and devotion to him Not a drop of blood will be shed in the time of the Prophet Jesus (pbuh) and Hazrat Mahdi (pbuh), and there will be peace and love everywhere The plan to slaughter one-third of the world’s population belongs to the antichrist (dajjal) Hazrat Mahdi (pbuh) will ruin the ruse of the proponents of the dajjal willing to turn the world into bloodbath There will be no war between Iran and Israel, it is inappropriate to occupy the agenda by falsified news Darwinists in shock! ''We were wrong; T. Rex is also not a transitional fossil!'' Related Links The Human Miracle If Darwin Had Known About DNA What Darwinists Fail To Consider What do you know about the Qur’an? In most of the Middle Eastern countries where Muslims are in the majority, most of the people who can be considered as “average citizens” would give this answer: “The Qur’an is the holy book of our religion.” Yet, they know very little about the content of the Qur’an, about what is written in its pages. In fact, the Qur’an is used for many purposes which are far removed from its true revealed purpose. It is usually hung on the walls of houses within a decorative cover and read usually by elder people from time to time. People read it in Arabic, but as they only know how to read Arabic letters without understanding the meaning, most of the time they have no idea what they have been reading about, as so have no grasp of the content of the Qur’an. The Qur’an is also supposed to afford some very interesting benefits to people. After reading it and performing some weird rituals like breathing hard on another person’s face, the readers and his close relatives are believed to be protected from a possible future “accident or misfortune”. The Qur’an is credited with being some sort of amulet that includes talismanic words which protect people against bad luck. The Qur’an is also believed to have a frightening power: it smites people if they tell lies! At graveyards it is read out for the deceased without anyone knowing what is being read. It can even be used for telling fortunes. In short, in most of the countries where Muslims are in the majority, only a small percentage of people know the content of the Qur’an and ponder on the Qur’an as required. As a result, people who are ignorant of the real message of the Qur’an, attribute different meanings to it. Many people believe some traditions to have their origin in the Qur’an, although they may be contradictory to the very nature of the Qur’anic message. For example, there are many people who believe that a blue bead, which is believed to possess the power to avert the devil’s eye, is recommended in the Qur’an. Then what is the true nature of the Qur’an? The answer must be derived from the Qur’an itself, as that is where the truth is to be found. Here is a Message for mankind: Let them take warning from it, and let them know that He is no other than the One Allah: let men of understanding take heed.” (Ibrahim 52) And We have indeed made the Qur’an easy to understand and remember: but will any take heed?” (Al-Qumar, 32) There is, in their stories, instruction for men endued with understanding. It is not a tale invented, but a confirmation of what went before it,- a detailed exposition of all things, and a guide and a mercy to any such as believe.” (Yusuf, 111) This is the Book; in it is certain and unmistakable guidance for those who fear Allah.” (Baqara, 2) These verses and many others emphasize that the real purpose of the revelation of the Qur’an is to encourage people to ponder on such crucial issues as the creation and purpose of life, to make them know about Allah Who has created them, and to guide them to the right way. The Qur’an is a book that is needed by people with an open mind and soul. Many rituals, believed to have originated from the Qur’an, are widely practiced, but in fact are not from the Qur’an. On the contrary, they conflict with the Qur’anic message. This shows us that there is a huge difference between the true religion as explained in the Qur’an and the concept of religion generally prevalent. This difference has been caused by abandoning the real source, the Qur’an. Of this the Qur’an says; "The Messenger says, 'My Lord, my people treat this Qur'an as something to be ignored.'" (Al-Furqan, 30) Therefore, what is needed in the first place is to correct this wrong point of view about the Qur’an and make people understand that the Qur’an is not a book which is addressed only to the apostle but to all people who consider themselves Muslims. Any person who utters this well-known statement: “I’m a Muslim, alhamdulillah” must read the Qur’an and try to understand the meaning of the verses. In the Qur’an, the importance of learning verses and reciting them is especially emphasized. “And recite what is rehearsed to you in your homes, of the Signs of Allah and His wisdom: for Allah understands the finest mysteries and is well-acquainted with them” (Al-Ahzab, 33) Because of not doing what is ordered in the Qur’an, and not learning the religion from its original source, countless prejudices which stem from traditions, have been introduced into religion. The verses of the Qur’an strongly emphasize that, in order to understand religion, there is no need to look for any source other than the Qur’an: “Say: ‘Shall I seek for any judge other than Allah? - when He it is Who has sent to you the Book, explained in detail.’ They know full well, those to whom We have given the Book, that it hath been sent down from your Lord in truth. Never be then of those who doubt.” (Al-Anaam, 114) What is the matter with you? How do you judge you? Will you not then receive admonition? Or have you a manifest authority? Then bring your Book of authority if you be truthful!” (As-Saaffat 154-157) Of course, learning the Qur’an is only an introductory step, since application should follow it. Some people believe that the Qur’an addresses only Muslims of the 7th. century, while others think that only a small number of the verses address people other than the Muslims of the 7th. century. One of such a mentality is satisfied just with reading the Qur’an and thinks he has fulfilled his religious duties by so doing. However, it is not only a matter of learning what is in the Qur’an, but also putting it into practice, fulfilling the duties ordered in the Qur’an, adopting the moral standards explained in the Qur’an, in short applying the Qur’an to one’s own everyday life. Those who claim that the Qur’an has become outdated and needs to be revised to be in accordance with this new age, cannot grasp the fact that the Qur’an is not confined by chains of time, but covers all ages and societies, as it has been revealed by Allah, Who has knowledge of everything, past and future. When anyone reads the Qur’an with a sincere heart and an open mind, he sees that the models of people and societies described in the Qur’an existed in every age in history, including that of today, and that the Qur’an explains the current state of people and societies. All the disorder, perversion and mistakes of a society which has strayed from true religious values have been clearly stated in the Qur’an. The reactions of the people of these societies towards religion have been described with detailed character analyses. These descriptions and analyses are relevant in all respects to the world of today, thus demonstrating the “sociological miracle” of the Qur’an. What is interesting here is that such inconsistent view as: “Society is in a state of continuous progress, whereas religion is static” have also been diagnosed in the Qur’an as arising from a deficiency of comprehension. We should keep in mind that unbelievers, who lived thousands of years before the Qur’an, also interpreted religion as “tales of the ancients” (An-Nahl, 24) When an individual starts reading the Qur’an and tries to implement it in his daily life, he can be considered to be on his way to becoming a real Muslim as described in the scriptures. With amazement, he begins to see how the Qur’an covers every moment of his life. Many events that a person experience have been mentioned in the Qur’an and the reactions of a Muslim which would befit those occassions have also been explained in detail. Being satisfied with reading and knowing the Qur’an without practicing it, may have certain displeasing consequences. Allah describes the Jews as the kind of people who behave in this way and likens them to “a donkey which carries huge tomes” without any understanding of them: “Those who were charged with the obligations of the Mosaic Law, but who subsequently failed in those obligations, are like a donkey which carries huge tomes without understanding them. Evil is the example of people who falsify the Signs of Allah: and Allah does not guide people who do wrong.” (Al-Jumua, 5) TAKEN FROM "EVER THOUGHT ABOUT THE TRUTH" BY HARUN YAHYA, GOODWORD PRESS, INDIA, 2000 2005-07-04 09:02:21

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Visit HilbertFreshman StudentsTransfer StudentsInternational StudentsVeteransCosts and Student AidRequest InformationApply OnlineChecklist to EnrollContact UsEnrollment KitFinancial Literacy Resources Newsline Hilbert College Alumna Commits Million-Dollar Bequest, The Largest In School’s History HAMBURG, N.Y. – Lorraine (Sturdevant) Hritcko (Ritz-koh) ’81 and her husband, Dr. Philip M. Hritcko, of Rocky Hill, Conn., have made a bequest of $1 million to Hilbert College, the largest individual alumni commitment in the college’s history. The gift is designated for the naming of a future Hilbert capital project. “My two years at Hilbert College laid the foundation for continuing my education and ultimately becoming successful in the business world,” Hritcko said. “My contributions to Hilbert are my way of saying ‘thank you’ to the administrators, faculty and staff who nurtured and encouraged me. They served as professional role models for me, and the extensive interaction with them not only enabled me to thrive academically, but gave me confidence and courage to succeed beyond Hilbert.” “This is a very significant day for Hilbert College,” said Cynthia Zane, Ed.D., President of Hilbert College. “Lorraine and Philip have been increasingly generous to Hilbert over the years, but this commitment demonstrates their unwavering support and will have a lasting impact for numerous Hilbert students.” Hritcko is a 1981 graduate of Hilbert’s paralegal studies program and she and her husband have been generous supporters of Hilbert and recently donated $25,000 to name a classroom. “She came to us as a shy young woman from the Binghamton, NY area. Certainly, she has blossomed beyond expectations. She is one of the most successful Hilbert graduates. She has encountered success, not only throughout the northeast, but internationally as well,” said Sr. Edmunette Paczesny, FSSJ, President Emerita at Hilbert College. “She has been extremely generous to Hilbert. As her career began to expand, she began to expand her generosity to Hilbert as well. She has always been gracious to me and we have maintained correspondence. The fact that she remembers Hilbert is a very important thing.” Hritcko is currently Director, Global Software Sales at Conning in Hartford, Conn. Her career journey began after earning her MBA at Binghamton University in 1986 and she was recruited by Aetna in Hartford, CT where she began a three-year executive development program with a focus on human resources. At the conclusion of the program, Hritcko was promoted to the head of human resources for the Corporate Communications Division, which included public relations, speech writing, graphic design, a state-of-the-art television studio, and a 200-person print shop. She followed that with promotions to human resources for the Investment Division and head of communications for the Investment Division. Hritcko managed communications with external rating agencies and with the Investment Committee of the Board of Directors on Aetna's investment performance during the financial crisis of the late 1980s - early 90s. In 1998, she was promoted to the Y2K Project for Aetna International, which had 26 businesses in 18 countries, where she travelled significantly, logging 800,000 miles in 18 months. In 2000, Hritcko was promoted to the position of Chief of Staff for both the Chairman and CEO/President of Aetna International. After leaving Aetna, she was hired by the Insurance Division of SunGard, where she spent eight years working throughout North America, Europe, South America and Asia. Prior to her start at Conning in March 2011, she spent three years at Towers Watson. Hritcko has some advice for current Hilbert students, “Don't be afraid to take chances. You aren't always going to get it right the first time around, but the key to long-term success in both your career and personal life is the ability to continually reinvent yourself.”

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History of the Colleges Biography ofElizabeth Blackwell Elizabeth Blackwell Award A Heritage of Trees William Smith Centennial HWS 2015 Geneva, N.Y. Campus Priorities Job Opportunities Mina Rees Mina Rees, president emerita of the graduate division of the City University of New York, mobilized the resources of modern mathematics for the national defense during World War II and later used her influence in gaining government support for the development of the earliest computers. She began her career in education as a mathematician. Educated at Hunter College, Columbia University and the University of Chicago, she was instructor and professor of mathematics at Hunter from 1926 to 1943 and from 1953 to 1961. During World War II, Rees took a leave of absence from Hunter, accepting a dual position as a technical aide to the Applied Mathematics Panel of the Office of Scientific Research and Development and the secretary to Warren Weaver, who headed the panel. Rees held a central position in the civilian panel, working to solve the U.S. Navy’s mathematical problems. For her work, she received the President’s Certificate of Merit and the King’s Medal for Service in the Cause of Freedom from the British government. After the war, she headed the mathematical science branch of the Office of Naval Research for three years and was appointed deputy science director before returning to Hunter College in 1953. She became professor of mathematics and dean of graduate studies at CUNY in 1961 and began her presidency of the division in 1969. The recipient of numerous honorary degrees, Rees was also given the Alumni Medal and the Chancellor’s Medal of the City University of New York. She served as the first female president of the American Association for the Advancement of Science and was a fellow of that association and of the New York Academy of Science. She died in 1997. BLACKWELL RECIPIENTS The Most Reverend Doctor Katharine Jefferts Schori Rabbi Sally J. Priesand Dr. Wangari Maathai Sc.D.'94, P '94, P '96 Dr. Priscilla A. Schaffer '64, Sc.D. '94 Bishop Barbara Clementine Harris Loretta C. Ford Madeleine K. Albright Margaret Chase Smith Dr. Antonia C. Novello Barbara Aronstein Black Cicely Saunders Sandra Day O’Connor Hannah Holborn Gray Agnes George de Mille Mary Douglas Leakey Mary S. Calderone Antonia Brico Frances Keller Harding Judith Graham Pool Mary Lasker Helen Brooke Taussig Georgiana Sibley Catharine Macfarlane Fe del Mundo Annette LeMeitour-Kaplun Marty Mann Leona Baumgartner Miki Sawada Elisabeth Luce Moore Gwendolyn Grant Mellon

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Welcome! About Us Contact our mission The Asian Culture Center aims to promote awareness and understanding of Asian and Asian American cultures, history, and issues at Indiana University and in the Bloomington community. It provides institutional resources, educational support, and community outreach activities to students, faculty, staff, and the Bloomington community. The goals of the Asian Culture Center are: - To inform and promote awareness about issues affecting Asian and Asian American population in the United States and to collaborate with academic and other resource units on campus in sponsoring cultural events, diversity workshops, and other outreach programs. - To support coalition building and unity among Asian and Asian American students in recognition of their common interests, heritage, and to act as a voice for their concerns. - To build a more inclusive and welcoming community equally mindful of the diversity of its members and the values that join them together. - To listen to the needs of students to help them and Indiana University adapt to the changing local and international environment in which learning takes place. Asian Alumni Association Asian American Studies APAFSC Help support the Asian Culture Center: Developed by: Jed Wilcox and Xian Penny Peng for the Asian Cultural Center, a unit of the Office of Diversity, Equity, and Multicultural Affairs.

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Peter BaranAssociate Professor of ChemistryOffice Location: Von Liebig Science Center 2035Phone Number: (814)641- 3560Personal Website: http:// http://faculty.juniata.edu/baran/ Dr. Peter Baran accepted a position as assistant professor of chemistry on the Juniata faculty in 2004 after working at several academic positions at the University of Puerto Rico in Rio Piedras. At the university, Baran worked as an affiliated researcher from 2003 to 2004 and worked previously as a postdoctoral fellow and visiting assistant professor from 2000 to 2003. Baran graduated from The Slovak Technical University in Bratislava, Slovakia in 1986 where he earned the equivalent of a master's degree in Physical and Analytical Chemistry and a minor degree in pedagogy. He earned a doctoral degree in Inorganic Chemistry from the same university in 1992. He started his career as a research assistant at his alma mater in 1986, interrupted by compulsory military service in the Czechoslovak Army from 1986 to 1987. In 1992, after his Ph.D. thesis defense, Baran was offered a position of assistant professor at the Department of Inorganic Chemistry at The Slovak Technical University and worked there through 1998. In 1998, he quitted his academic position in Bratislava and moved to industry. For almost two years he worked for Amylum Slovakia in Boleraz, where he supervised the instrumental analysis in the Quality assurance laboratory. At the same time he maintained a contact with academia via a part time position at Saints Cyril and Methodius University in Trnava, Slovakia, where he held a research assistant professor position until December 1999. He has studied internationally in Germany, Greece and Puerto Rico. His research interests include chemical synthesis, X-ray crystallography, spectroscopy and magnetochemistry. He has taught courses in general chemistry, inorganic chemistry, solid state chemistry and crystallography. He speaks Slovak, Czech, Russian and English fluently. He has had a variety of professional papers and articles published in publications such as Inorganic Chemistry, the Journal of the American Chemical Society, Angewandte Chemie, Dalton Transactions, the Journal of Organic Chemistry, the Journal of Chemical Crystallography, Polyhedron and many others. 1700 Moore StreetHuntingdon, PA 166521-877-JUNIATA© Juniata College

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eKC feature May 11, 2007 Crosby Kemper III – 'chief' librarian by Tom Bogdon R. Crosby Kemper III, chief executive of the Kansas City Public Library, seems to enjoy his job, particularly the role of introducing speakers in the 10-branch system’s increasingly popular Special Events series. At one recent such program, Kemper previewed the then upcoming appearance by John Patrick Diggins, a history professor at the City College of New York (CCNY), whose most recent book is Ronald Reagan: Fate, Freedom and the Making of History. “At first I didn’t think it was the right job, so I turned it down,” said Crosby Kemper III, chief executive of the Kansas City Public Library system. “But then, ultimately, due to their persuasiveness and my sense of the potential of the job, it made me say ‘yes.’” (photo by Ron Johnson) “John Diggins has a great reputation as a liberal intellectual historian,” Kemper noted. “Yet he calls Reagan one of the great liberating presidents along with Abraham Lincoln and Franklin Delano Roosevelt. Diggins places Reagan in the Emersonian tradition.” Kemper explained that Ralph Waldo Emerson was an American essayist and poet from the 1830s into the 1860s, whose most famous essay is titled, “Self Reliance.” The Kemper name in Kansas City is often associated with banking, and Crosby Kemper III has served as chairman and CEO of Kansas City-based UMB Financial Corp., one of the largest banking companies in the Midwest. But Kemper has always valued books, and for about the past two and one half years during which he has been the chief executive of the Kansas City Public Library, the library system, with its with a magnificent new downtown facility and a fine new Plaza branch, has been experiencing a renaissance. Kemper, the son of R. Crosby Kemper, Jr., the now-retired UMB chief executive known for his crusty outspokenness, civic leadership and patronage of the arts over a long career in banking, served five years in his father’s old job. Crosby III’s decision to leave banking happened to coincide with the Kansas City Public Library board’s search for a new head of the library system. “I left the bank and was offered the job more or less simultaneously by the chair of the board, Olivia Dorsey,” Kemper said in an interview. “At first I didn’t think it was the right job, so I turned it down. But then, ultimately, due to their persuasiveness and my sense of the potential of the job, it made me say ‘yes.’” Dorsey, director of public affairs for KMBC-TV, who still serves on the library board though she is no longer its chair, was originally an appointee of then Mayor Emanuel Cleaver. She said Library Director Dan Bradbury had retired and the board hired another man for the job, who didn’t work out well after about a year. Dorsey said there is a lot of competition for library directors in cities the size of Kansas City or larger, and the pool of candidates is limited. “We knew Crosby had decided to separate from UMB and knew of his passion for books and libraries and that kind of thing,” Dorsey said. “At first, we looked at him possibly as an interim director.” When the board decided to offer Kemper the position on a permanent basis, they had to approach the Missouri General Assembly because the qualification for the position specified that the head of the Kansas City Public Library had to hold a master’s degree in library science. When the legislature approved the change, Kemper was offered the job. Although Kemper, now 56 years old, did not have a degree in library science, he has had an excellent education and a wide range of business experience. Born and raised in Kansas City, Kemper attended elementary school at Pembroke Country Day School (now Pembroke Hill), and high school at the Andover Academy in Massachusetts. He then attended Yale University in New Haven, CN, where he majored in history. Coincidentally, President George W. Bush attended both Andover and Yale four years ahead of Kemper. Did Kemper join Skull and Bones at Yale, as did George W. Bush and his father, President George H.W. Bush? No, Kemper said, he joined Wolf’s Head, another secret society. After leaving Yale, Kemper spent about two years in New York, working on a book and holding down jobs in a T-shirt shop and then a bookstore in Grand Central Station. The book, which Kemper is still working on to this day, is tentatively titled, “Imperialism: The Rise and Fall of Empires.” At Yale, Kemper had majored in late 19th Century British and American history. As for “Imperialism: the Rise and Fall of Empires,” Kemper said it deals with a time when the world was divided into British, American, French, German and Russian empires. Kemper returned to Kansas City in 1977, and worked for UMB until 1981. He then spent a year in China teaching English. Then, it was back to New York where he worked as executive director of the British Institute of the United States. That group, Kemper said, awards scholarships and promotes contact between British and American scholars. While heading the British Institute, Kemper supervised a show at the National Gallery of Art in Washington titled, “Treasures of the Great Country Houses.” As part of that event, Kemper said, noted writer Gary Wills spoke on Thomas Jefferson and Jefferson’s famous Virginia home, Monticello. Kemper then returned again to Kansas City and worked again at UMB. That involved a move to St. Louis, where he became president of UMB-St. Louis. He held that job seven years before returning to Kansas City and became chairman and CEO of UMB Financial Corp, the holding company of the UMB group of midwestern banks, a position he held from 2000 to 2004. The Central Library downtown in the former First National Bank building at 14 W 10th St. (photo by Ron Johnson) That’s when Kemper left the bank and accepted his current position at the Kansas City Public Library. Kansas City’s top librarian is currently single and has four children, ages 27, 22, 15 and nine. The Kansas City Public Library system serves the same area as the Kansas City School District, including Sugar Creek and part of Independence. The showpiece of the system is the Central (downtown) library at 14 W. 10th St. The library is housed in the former First National Bank, a white marble columned building built in 1913, which is on the National Register of Historic Places. A jewel of the current Downtown renaissance, the renovated building was made possible by collaboration of the Downtown Council and the Library Board at a time when the Library Board even considered leaving Downtown all together. “It looks like a library and it was available and we were able to obtain the building from the Bank of America for a reasonable price,” said John Laney, a former city development director and assistant city manager who went on to a position with Hallmark Cards, Inc., and the Hall Family Foundation. Laney later served as chairman of the Downtown Council. The new Central Library represents a $52 million investment and was made possible by contributions from a number of foundations, businesses and individuals. Business savvy was provided by downtown business leaders including Jonathan Kemper, CEO of Commerce Bank of Kansas City and Crosby Kemper III’s cousin, and Phil Kirk and Bob Graham, who Laney described as “geniuses at real estate.” “We got a $52 million library for about $10 million,” Laney said. “That’s a good bargain by any standard.” Much of the savings was accounted for by sale of historic tax credits on the bank/library building to the Merriman interests, Laney added. Laney said Crosby Kemper III is “superbly qualified” for his position as chief executive of the Kansas City Public Library. “He seems to be quite natural in the job and quite happy in it,” Laney added. “That’s good because he might stay in it for years. The library director will need to continue raising money, not just for the downtown library but also for the district itself. He’s good at that.” The Kansas City Public Library, which is governed by the appointed library board, has a current annual operating budget of $17.3 million, and is the beneficiary of a tax levy of 47 cents on $100 valuation. But the system also relies on donations, which last fiscal year amounted to $2,866,835. Kemper and other library officials say that books and other printed materials are still in demand from library patrons, but that information and entertainment in other media are increasingly important. The various branches have computers, which are available for public use. Kemper said that the library system is looking at placing computers in certain community centers, especially for teens and young adults who might not otherwise have computer access. Tom Bogdon can be contacted at [email protected]. � 2007 Discovery Publications, Inc. 1501 Burlington, Ste. 207, North Kansas City, MO 64116 (816) 474-1516; toll free (800) 899-9730; fax (816) 474-1427 The contents of eKC are the property of Discovery Publications, Inc., and protected under Copyright. No portion may be reproduced in whole or part by any means without the permission of the publisher. Read our Privacy Policy.

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The Centre for Gender Studies launched its website on 12th January 2012. Prof Sarath Amunugama, Vice Chancellor of the University of Kelaniya launched the website of the recently set up Centre for Gender Studies of the university on 12th January 2012. The launch, held at the Senate Room, was attended by several academics including deans of faculties, the registrar, administrative staff, students and the media. The organizing committee of the CGSUK organized the event. Explaining the background to the Centre, the Vice Chancellor said that the university has a much larger number of women students than men, with up to 90% women in some faculties. Many issues faced by students were, in fact, gender issues. However, in spite of these realities, he found awareness with regard to gender issues a much-needed area for improvement in the university. The Director of CGSUK, Professor Wickramasinghe, dispelling some popular misconceptions, explained that gender studies is not exclusive to women. She stated that gender equity and equality includes men’s issues as well as those of women even though more women than men are inclined to occupy positions of disadvantage. For example, she said that the impact of decreasing numbers of men in the arts and the humanities fields should be investigated from a policy perspective. The website of the CGSUK, designed by the university’s Visual Arts, Design and Performing Arts Unit (Professor Mangalika Jayatunge) and Information Communication Technology Centre also displays its new logo (Professor Magalika Jayatunge and Ms. Jayamini). The website contains information about the centre’s rationale, aims, its location in the university premises, and upcoming events. Lecturer Ms. Tanya Uluwitiya presented the website to the gathering. After the vote of thanks delivered by another lecturer Anton Pushparaj, the event concluded with fellowship and refreshments. <Back> Copyright © 2012 Information & Communication Technology Centre , University of Kelaniya

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Study AbroadChina Brussels & Geneva OxfordAcademic Program University & Town Dean Rusk Center Home > International > Study Abroad > Oxford>University & Town Located 54 miles northwest of London, the ancient city of Oxford is home to a renowned university that dates from the 12th century. The city enjoys a remarkably rich artistic and cultural life, and is within easy reach of splendid countryside and unspoiled villages. The city and its university provide an exciting setting for a semester program in law. Students become associate members of St. Anne's College, one of the 40 colleges that make up the University of Oxford which began as a confederation of independent colleges. The extensive grounds and magnificent buildings of the colleges still exist, each as a self-contained academic unit with a dining hall, classrooms, student living and recreational facilities, and faculty office.

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Small Change, Big Impact Big Ideas: From the President From the Senior Editor Impact on Reentry The Bible & Theology Grace Note: Derek Smith Back Cover Art Discover perspectives on global Christianity and "transformative mission" from SPU's Day of Common Learning: Visit spu.edu/itunes to download podcasts and view videos of presentations by SPU faculty, staff, and students. The World Acting Globally Orphan Advocate Helps U.S. and Ukranian Families Adopt By Dani Zorn | Photo Courtesy of Karen Springs Karen Springs (right) played at a park with these four girls in Kiev, Ukraine, while they were awaiting their U.S. visas. All four girls were adopted by the same U.S. family. It’s been a year and three months since Karen Springs opened her two-room apartment in Kiev, Ukraine, to host adoptive families from the United States. Since then, 34 families have passed through, resulting in the adoption of 43 children. “I am overwhelmed by the goodness of God this past year,” Spring writes on her blog Hospitality in Kiev. Her self-started ministry, Hospitality House, eliminates the financial burden of lodging for adoptive families who are attending their two-day appointment with the State Department on Adoption, Ukraine’s adoption authority. Springs had only just graduated from Seattle Pacific University in 2004 when she decided to move to Ukraine with relatives, with no specific plan in mind. About a month after arriving, Springs visited an orphanage in southern Ukraine, where, she spent time with 12-year-old girls, the age most are no longer considered for adoption. About 60,000 children live in orphanages in Ukraine; about 30,000 of them are eligible for adoption. She’s now been working with orphans in Ukraine for seven years. In addition to Hospitality House, which she started as a side project, Springs works for Orphan’s Promise, a project of the Christian Broadcasting Network. There, she oversees administrative duties and acts as summer camp director, teaching various English and improv drama workshops. Springs’ team has translated four books that are resources for adoptive parents from English to Russian, for use in several former Soviet countries. “Christian families in Ukraine don’t have many resources on the process of adoption,” Springs explains, “especially dealing with the emotional and psychological toll of the kids’ experiences.” While her day-to-day job at Orphan’s Promise mainly focuses on adoption of orphans by local families, her U.S. citizenship offers a unique opportunity for her to promote international adoption. This prompted not only the beginning of Hospitality House, but also the start of threeweek summer trips to the U.S. In July 2011, Springs partnered with Window to Hope, an organization started by her home church, Northshore Baptist Church in Bothell, Washington. Together they coordinated stays for 13 orphans with host families. “The phrase ‘bringing work home’ never meant something to me until now,” Springs says. Through these trips approximately 15 children have been adopted. And Springs will be bringing eight children to the U.S. in July and August 2012 for another visit — a homestay that could turn into a new home.

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Gov. Haslam brings good news to West Wilson Middle Tuesday, November 12, 2013 TweetKenny Howell Gov. Bill Haslam made his way to West Wilson Middle School Thursday to announce that Tennessee had the largest academic growth of any state on the 2013 National Assessment of Educational Progress. Not only was it the biggest for the year, it was the biggest for any state since the assessment started over a decade ago. “We literally blew away other states in test results,” said Haslam. Tennessee saw a 21.8 point jump. The closest was Indiana, who saw a 14.67 point jump. The previous best was Maryland in 2007 with a 18.92 point jump. Tennessee jumped from 46th to 37th in 4th grade math and 41st to 31st in 4th grade reading. In eighth grade math, Tennessee jumped from 45th to 43rd and in 8th grade reading, the state jumped from 41st to 34th. “I see this as a step along the way,” said Haslam. He said that when he became Governor, he told everyone that he is tired of seeing Tennessee in the 40s as far as rankings in education. He said with a strong bipartisan effort, including the foundation laid by former Governor Phil Bredesen, they were able to make this step toward becoming a great education state. “This really has been a victory for the teachers of Tennessee,” said Bredesen. “Congratulations, this is really your day.” Both men applauded the work of the teachers, administrators and students in improving the scores. More Headlines

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Thomas F. Pounds Shaggy Culbreath Vicki L. Kroll Retirement Guys Sarah Ottney Brandi Barhite Matt Liasse Vicki Kroll Jeff McGinnis Martini Rox James Molnar Education Libbey could meet wrecking ball in February Written by Michael Stainbrook | | [email protected] Libbey High School might be a pile of rubble less than a year after its final graduates received their diplomas. The Toledo Public Schools (TPS) Board of Education is taking steps to ensure the building either will be sold or demolished in 2011. The Board’s desire to act on the 87-year-old structure results from ongoing fiscal woes. According to the Ohio School Facilities Commission (OSFC), TPS must begin the demolition process by Dec. 31, 2011 for the Ohio Board of Education to pay for any of the project. OSFC will pay 77 percent of demolition costs if the building is razed by then. Otherwise, TPS must foot the entire bill, which could top $3 million. “The timeline is given to us by the state,” said Board president Bob Vasquez. “There’s a certain time by which we must make a decision.” To proceed with demolition, OSFC requires any building fit for educational use to be offered to charter schools for 60 days. If no agreement to acquire the property results during that time, the school district may level the building. Warren Woodberry, 2011 president of the Toledo Board of Community Relations, doubts any charter school will show interest in the massive structure on Western Avenue. “They know that no charter school is going to buy that whole complex,” he said. “That’s 44 acres. [Charter schools] are for-profit, and for-profit, they want small operations with a lot of kids. That’s a little farfetched.” At the Dec. 15 Board OSFC committee meeting, TPS chief business manager Jim Gant suggested filing the letter to charter schools on Dec. 22, the day after the Board’s next general meeting. That would make the building eligible for razing as early as Feb. 20. Gant expressed his approval of advancing toward demolition on a “short timeframe.” “We just want to make sure this process is going along … because we are under time constraints,” he said. The Board has not started accepting bids for the demolition contract but does not need to wait until after the 60-day period to do so. With OSFC paying more than three-fourths of the leveling costs, Vasquez said he expects the district’s share to fall between $800,000 and about $1 million. But TPS has options other than leveling Libbey. One alternative would allow the City of Toledo to acquire the property from the school district. At the OSFC committee meeting, Board member Lisa Sobecki spoke in favor of keeping the city’s option open until the middle of February. She said a definite timeline would keep any discussion on task and would allow the Board to move forward with the demolition process if no agreement was reached. Libbey Graduate and Toledo City Councilman D. Michael Collins said Toledo does not have space in its budget for Libbey. “Clearly the City of Toledo is not in a position to take over the responsibilities of maintaining and ownership of that building,” he said. “We do not have the ability to do that financially, nor do we have a need for it.” Vasquez recently sent a letter to more than a dozen nonprofit organizations in the area to measure interest in acquiring the building. The Board of Community Relations received one of those letters. “It’s unlimited what can go in those facilities,” Woodberry said. “I’m sure an appeal could be made to fund a community facility in that neighborhood. We would have 100-percent neighborhood support.” Woodberry is particul

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Feature / Research_day A Day for Discovery The Office of the Vice Provost's Research Day promotes interdisciplinary research among Tufts' three campuses and affiliated hospitals. Entering the lobby of the Jean Mayer USDA Human Nutrition Research Center on Aging on Oct. 17, a distinctive hum seemed to fill the space. The cause? Dozens of conversations in every corner, as post-doctoral researchers, graduate students, faculty and clinical staff mingled with each other, sharing ideas and techniques about varying aspects of cancer research. While the attendees, coming from a range of fields and backgrounds, were prepared to learn new insights or techniques relating to the topic at hand, most came out of the day with something they never expected�a better understanding of all that Tufts has to offer researchers across its three campuses. That is the mission of Research Day, a program run by the Office of the Vice Provost that gives researchers the opportunity to reach across disciplinary boundaries and discover connections that they never imagined possible. "I have seen people looking at research that they did not think was relevant to them before, and realizing possible links that help them explore new opportunities." — Sergio Fantini "I have seen people looking at research that they did not think was relevant to them before, and realizing possible links that help them explore new opportunities," said Sergio Fantini, professor of biomedical engineering and associate dean for graduate education at the School of Engineering, who was one of three keynote speakers at the event. "Being so broad in terms of involving everyone is a great thing�it's not something that one is typically exposed to in their professional career." "It's unifying," said Joanna Xylas (E'12), a biomedical engineering student who presented during the event's poster session. "It's nice to see all of Tufts come together." The event on Oct. 17 was the sixth for the Office of the Vice Provost. Past Research Day topics have included infectious disease and pathogens and drug discovery and development. "It's part of the mission of the Office to promote research at the university and facilitate interdisciplinary and collaborative research [that we can] showcase both internally and externally," said Assistant Provost Suna Grassi. "We wanted to make sure that the Tufts name got out there in these areas where we're so strong." The event, drawing attendees from as far away as California, pulls together researchers from not only the three campuses, but also all of Tufts' affiliated hospitals, providing for possible clinical collaborations, according to Grassi. "Historically, not just at Tufts, there wasn't as much cross-disciplinary work going on, but now that [cross-disciplinary work] is growing,"according to Grassi. "People have to think, 'OK, I'm working on cancer research�that may not just be in the oncology division, there may be somebody in the engineering department that works on this, there may be someone in the veterinary school who has applications for this.'" Zeroing in on Cancer This year's event, focusing on cancer, consisted of a variety of different forums, including several keynote speakers and shorter "lightning talks." Fantini gave a talk discussing the use of optical mammography in detecting breast cancer. "Using light for breast cancer detection is not a new idea; it was first proposed in the 1920s," Fantini said. "The talk [discussed] the state of the art of the field, which is introducing a number of new approaches to optical mammography, and my own research at Tufts aimed at developing a novel instrument for oxygenation mapping of the breast for cancer detection and monitoring." This year's "lightning talks," broken up into categories including susceptibility, biomarkers and emerging technologies, featured Sackler School of Graduate Biomedical Sciences Professor Daniel Jay and Cummings School of Veterinary Medicine Assistant Professor Chieko Azuma. Jay, a professor of physiology and neuroscience, presented research in the area of emerging technologies. His group, which has been working on cancer research for nearly eight years, has developed two new molecular technologies through a National Cancer Institute program. "One is a technology called FALI (fluorophore-assisted light inactivation), which targets light energy with dye-labeled antibodies, destroying proteins on cells [allowing researchers] to understand what their function is in cancer," says Jay. "It has allowed us to discover novel proteins required for cancer invasiveness. The second thing is, using these antibody libraries we generated [through the use of FALI] as a means of molecular classification of cancers, particularly breast cancers, and their susceptibility to chemotherapy." (continued) Profile written by Kaitlin Melanson, Office of Web Communications Photos by Jodi Hilton for University Photography This story originally ran on Oct. 27, 2008. Research Day Hosted by the Office of the Vice Provost

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UML alum helps create $10M scholarship Home > News > UMass_Lowell_Alumnus By From the Lowell SunBy Matt Murphy LOWELL -- Charlie Hoff grew up in Medford, one of four children from a working-class family. Pushed by his father to become an engineer, Hoff graduated in 1966 from what was then the Lowell Technological Institute with a degree in industrial management. He used the money he earned from summer jobs as a "meat and chicken cutter" and later as a manager at Kennedy's Butter and Eggs downtown to pay the $245 tuition bill and $600 for room and board. His college years in Lowell laid the foundation for an enormously successful career in business that took him from senior management positions at Polaroid and Gillette to Wang Laboratories and Bausch & Lomb. And now Hoff is giving back. The University of Massachusetts is scheduled to announce the creation of the largest private scholarship program in the history of the institution at Wednesday morning's Board of Trustees meeting in Lowell, made possible by a new $3 million gift from Hoff and his wife Josephine Hoff. The donation, the largest gift ever to UMass Lowell, will help create a $10 million endowment during the next 10 years for the Charles J. Hoff Scholarship foundation. It puts Hoff, a UMass trustee until 2002, among the top 10 donors in the history of the university system, having contributed $5.5 million. While students at all five UMass campuses will benefit from Hoff's generosity, the largest number of scholarships will be reserved for students with need at Hoff's alma mater, UMass Lowell. "I really do believe in scholarships, and I believe in the University of Massachusetts ...," Hoff said yesterday. "I get a greater feeling out of giving a scholarship than I think even the scholars." Hoff and his wife quietly started the scholarship program in 1991, donating $2.5 million with little fanfare to support more than 1,000 students in 16 years. By 2017, the program will have helped more than 2,500 students earn their degrees. Hoff speaks sincerely and passionately about the students he's helped. He interviews as many applicants as possible, though he said he sometimes has to rely on his mother or brother to stand in his place. He said he looks not just at grades and essays, but a sense that a student is motivated to succeed and wants to make a better life for themselves. "Charlie Hoff's tremendous generosity has made it possible for me and hundreds of other UMass students over the years to gain an excellent education, an education that has opened doors that might not have been open otherwise," said Anthony Beatrice, UMass Lowell's student trustee and a three-year recipient of the Hoff scholarship. The new contribution, coupled with matching grants from the state and university, will assist 145 new students a year, offering $4,000 a year in scholarships to students who might otherwise not be able to afford to attend college. At Lowell, where the university will give out 60 scholarships, the money pays for almost half of the $8,500 annual tuition and fees. UMass Boston and Dartmouth will each receive 30 scholarships, with another 15 going to UMass Amherst and 10 to the UMass medical school in Worcester. "Charlie Hoff has made one of the most generous gifts in the history of the university ...," said UMass President Jack Wilson. "He wants to reinvest in students to make sure they have the same opportunity he had." The scholarship endowment is also a major plaudit for new UMass Lowell Chancellor Marty Meehan, who Hoff called an "energetic, visionary leader." Hoff served on the selection committee that recommended Meehan for the chancellorship from a field of distinguished academics. He said his scholarship program had been "moping along" in recent years, and at one point he envisioned scaling it back to just focus on UMass Lowell students. After striking up a relationship with Wilson and getting to know Meehan, however, Hoff said he felt emboldened by the new energy throughout the system to ensure the legacy of his foundation for years to come. "We would probably not be here with this kind of deal if Marty Meehan were not chosen as chancellor," Hoff told The Sun. Meehan said Hoff is an example of what is needed to help UMass Lowell become a world-class institution. "Charlie Hoff has really been a loyal alumnus, a distinguished business leader and a visionary philanthropist," said Meehan, an alumnus. "I am so proud that a UMass Lowell alumnus has made such an extremely generous gift -- a gift that will have an enduring impact on this university and its students." Eligible students must demonstrate financial need. In years past the scholarships have gone to recent immigrants, students from single-parent homes, low-income families or those with disabilities and special-learning needs. Students must be entering their sophomore year to apply, and have maintained a grade-point average of 3.0 or better as a freshman. Meehan said it is a good tool to encourage student retention at the university. This year, Hoff has also changed the rules, allowing students coming straight out of community college with solid grades to apply. Meehan stressed that UMass Lowell must do a better job at providing scholarships for students like these who have succeeded at the community college level. State Sen. Steven Panagiotakos joined Meehan and Wilson in thanking Hoff for his philanthropy. As a former vice chairman of the Senate Committee on Higher Education and now chairman of Ways and Means, he said he knows how important it is for public universities to get support from alumni when state funding is limited. "Your commitment to higher education is second only to your commitment to people," Panagiotakos said.

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Former Central High principal John Rist tapped to fill spot at Manchester West High in wake of McGorry resignation MANCHESTER - Following the turmoil at Manchester High School West, a familiar face may temporarily take the helm of the school: John Rist, the former longtime principal at Central High. The school board voted to authorize Superintendent Thomas Brennan to move forward with hiring a principal at West on a part-time basis at its meeting Monday night, following the same closed-door session in which Brennan recommended that the board approve the terms of the resignation of former West High principal MaryEllen McGorry. McGorry was suspended at the beginning of the school year for reasons district officials have not disclosed to the board or the public. Under the terms approved by the board, she will be paid through April and will receive health benefits until June 30.Brennan told the board during the non-public session that he intended to hire Rist for the remainder of the school year, according to several sources. However, filling the position has been held up due to a motion at Monday's meeting from board member Art Beaudry requiring that it be in accord with New Hampshire Retirement System law that prohibits those receiving a pension from working more than 32 hours a week. Beaudry questioned how realistic it was to expect a principal to perform the job on a part-time basis.The board ended up approving a motion allowing Brennan to hire a "part-time, short-term principal," along with Beaudry's amendment requiring him to verify its compliance with state pension law. "We are circumventing the law when we put per-diem people in there that are collecting a pension from the NH Retirement System," Beaudry said ahead of the vote. "That is the double-dipping that they keep talking about up in Concord."The vote on the amended motion was unanimous, except for one abstention and a no vote from Mayor Gatsas.Gatsas said in an interview that he believed Rist could perform the job within the 32-hour-a-week limit. "I think he'll do a great job," Gatsas said. "I think somebody who has the experience of John Rist has the ability to do that."Superintendent Brennan said on Wednesday that "no selection or assignment" has been made regarding the interim principal post at West. "John is one person is we're looking at," he said, adding that he has to get an answer from the Retirement System. He said expects to get one by the end of the week. Several board members also objected to the rate of pay being considered for Rist, said to be around $90 an hour, which is higher than the usual rate. Rist had led Central High and the Manchester School of Technology for 23 years before he retired in 2011. He is now a member of the State Board of Education, although his current term is set to expire today. It's not clear what Rist's intentions are regarding any pension he receives from the state system. He did not return a call for comment on Wednesday. School board member Beaudry has long been critical of re-hiring retired school administrators on a per-diem basis. Last year, the school board approved the hiring of Elinor Murphy to serve as the interim principal at Parker-Varney Elementary School. She had been the longtime principal at Beech Street School until she retired in June 2012."There's no way anybody can run on a high school on a part-time basis," Beaudry said, referring to the prospect of hiring Rist. "We're deceiving the public, we're deceiving ourselves, and we're deceiving the Retirement System," he said, adding, "It's demeaning to the rest of the principals, who put in hundreds of hours of work a week."[email protected]

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UT Arlington spring enrollment bucks trend, up 19.4 percent from last year News Release — 15 February 2010FOR IMMEDIATE RELEASE Media contact: Kristin Sullivan, (817) 272-5364, [email protected] ARLINGTON - The University of Texas at Arlington has hit a new high mark with a spring 2010 enrollment of nearly 29,000, up 19.4 percent over spring 2009. And, for the first time ever, spring enrollment has exceeded the fall number. Among the trends: College of Nursing enrollment has more than doubled since spring 2009, up 102 percent; College of Education and Health Professions enrollment is up more than 33 percent; College of Science enrollment is up more than 15 percent. The School of Social Work and the College of Liberal Arts also saw strong growth. Additionally, a new University Studies degree plan is helping boost University retention and giving undergraduates another path toward their college degree. A broader array of undergraduate dual credit courses is helping more high school students than ever before get a head start on their college education. "We're becoming a regional institution of choice because of the number and quality of our programs, particularly in high-demand fields,'' said Donald R. Bobbitt, UT Arlington Provost and Vice President for Academic Affairs. "Our graduates have excellent economic prospects, and that message is resonating with parents and students, particularly in light of the current economic conditions." UT Arlington remains one of the nation's best universities for ethnic diversity, as noted by U.S. News & World Report's Best Colleges 2010. More than 16 percent of UT Arlington students are Hispanic, and 14.4 percent black - figures that reflect the University's strong recruiting and retention efforts and a desire to help Texas close the gaps between the number of whites and ethnic minorities who attain degrees in higher education. As of Feb. 3, spring census day for Texas public higher education institutions, UT Arlington enrollment totaled 28,826. The College of Nursing accounted for the majority of the growth, with 4,136 students, up from 2,040 students in spring 2009. Several factors are fueling the dramatic increase, including the increasing demand for registered nurses and advanced practice nurses across the United States. To meet that demand, the College of Nursing has added faculty and increased teaching capacity in the high-tech Smart Hospital. The College of Nursing also is building a network of partnerships with hospitals across the state through which nurses may earn bachelor's and master's of science in nursing degrees, giving them additional expertise and career opportunities. "Students clearly are responding to the quality of a curriculum developed by our top-ranked nursing program," said Elizabeth Poster, dean of the UT Arlington College of Nursing. "We are committed to making our curriculum available to new nursing students and nurses returning to school across Texas and beyond through our state-of-the-science, online learning platform." Similar hybrid learning programs have boosted enrollment in the College of Education and Health Professions, which offers graduate students the opportunity to earn a master's of education through online platforms in addition to campus-based curriculum. The College of Education and Health Professions also is seeing increased demand in Kinesiology studies and in its Ph.D program in K-16 educational policy and leadership studies, the only such doctoral program in the nation. Bobbitt said UT Arlington is committed to "meeting Texas students where they are." "For many students, it's face-to-face instruction. For others, it's a hybrid, online learning environment. And for others, it's a combination of both," he said. This is the full version of this document. Click here for the printer-friendly version. The University of Texas at Arlington is an Equal Opportunity/Affirmative Action employer. UT Arlington Magazine MavWire (employee newsletter) TrailBlazer (student newsletter) President Spaniolo About UT Arlington

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Richard Holmes Powell Jere M. Pound Frank R. Reade J. Ralph Thaxton S. Walter Martin Hugh C. Bailey Ronald M. Zaccari Patrick J. Schloss Dr. Richard Holmes Powell was the first president of South Georgia State Normal College. He was elected in 1911 by the Board of Trustees, and served for 22 years (1911-1933). Dr. Powell was born in Blakely, Georgia, in 1875. He received an A.B. from Mercer University in 1894, an M.A. from the University of Colorado in 1898, and an honorary LL.D. from the University of Georgia in 1924. He married Freida Berens in 1907, and they had three sons: Alfred, David and Richard; and one daughter, Elizabeth (Betsy). Prior to his appointment at SGSNC, Powell held several distinguished positions in his career as an educator/administrator. He was the principal of the Tennille (Ga.) Institute (1984-96); the head of the English department at the New Mexico Normal School in Las Vegas, N.M. (1898-1903); and associate professor of English and history at the Colorado State Normal School in Greeley, Colo. (1903-06). Powell returned to Georgia in 1906, and was the head of the English department at the Georgia Normal and Industrial College in Milledgeville (1906-10). He later became the State Supervisor for Rural Education (1910-11), then accepted the post as president of SGSNC. Powell was integral to the establishment and development of SGSNC. He was on the committee that selected the Spanish-style architecture, and oversaw the construction of the first buildings on campus, including West Hall, Converse Hall, and Ashley Hall. He possessed a keen sense of duty regarding the educations of the young ladies at the school, and sought nothing but the best for them, including teachers and amenities. The school opened its doors to students in 1913. During Powell's tenure, it evolved from a high school and junior college to one offering a four-year, bachelor's degree program. This is remarkable, considering the country was struggling with a lagging post-WWI economy that drifted into the Great Depression. Money was always a struggle, yet under Powell's direction, the school weathered the rough spots and continued to grow. In 1922, the school's name was changed to Georgia State Womans College at Valdosta by a legislative act, and a four-year degree program was offered. The last high school class graduated in 1927, and requirements for faculty were strengthened-- new faculty hires had to have a master's degree. GSWC became a fully-accredited liberal arts and teachers' college in 1931. Many student activities and traditions were established during Powell's presidency, including a Medieval Christmas Festival and May Day Festival. GSWC publications include the Pine Branch, established in 1917; Campus Glimpses, started in 1920; and the Pine Cone, the school yearbook, began in 1924. The newly-formed Regents of the University System of Georgia reassigned Powell in 1933 as president of the Co-ordinate College in Athens. His departure greatly upset the College and Valdosta communities. He retired in Athens in 1946, and was killed in an automobile accident there on June 2, 1947. Richard Holmes Powell Library The Richard Holmes Powell Papers, 1895-1933 The papers in this collection are of particular interest and importance. They are the earliest records of establishing a college in Southwest Georgia, and clearly indicate the city of Valdosta's and Lowndes County's desire to have an institute of higher learning. Powell took his job as the first president of the College very seriously, and this is reflected in his writings and correspondence. His papers outline the struggles of literally starting a school from the ground up, and deal with issues such as construction, finances, faculty and students. The bulk of the collection is comprised of correspondence with various education officials, such as the school's Board of Trustees, the chancellor of the University System of Georgia, and, in later years, members of the Board of Regents. Part of this collection are two bound volumes of meeting minutes of the Board of Trustees, which include Powell's annual report on the state of the College from 1911 to 1931. These reports provide an excellent yearly analysis of the trials and tribulations involved with managing all aspects of a developing school. Some of Powell's additional writings include the history of some of the College's early traditions, such as the May Day and Christmas festivals. He was also a sought-after speaker, and many of his speeches, both to GSWC students and statewide civic associations, are part of this collection. These addresses reveal his commitment to education, and how strongly important he felt it was. Powell was also a very scholarly man, and we are fortunate to have some of the papers he submitted as part of his undergraduate and graduate work. Thanks to Powell's daughter, Betsy, the collection includes a variety of photographs, spanning the years 1913-1940. These include snapshots of life at the College as well as some family pictures. Lastly, true prizes of the collection are ten Babylonian clay tablets, of which eight are in excellent condition. During his stint as a Red Cross volunteer during World War I, Powell acquired the tablets from Edgar J. Banks, also known as "the original Indiana Jones." Each tablet is accompanied by a translation of the cuneiform writing. Powell brought the tablets back to Valdosta for the College students' benefit. The tablets have been scanned and are on online exhibit with their translations and history. Three boxes of duplicates of most of Powell's original papers are part of the collection. Researchers will be given a duplicate to review when available, rather than an original document. This is an effort to preserve the historical first documents of the College. The final box contains the hood of Dr. Powell's academic regalia. The Pine Branch, 1918-1919 The student publication The Pine Branch began publication in January 1918. It features the writings, stories, jokes, and poetry of the students who attended Georgia State Womans College in its first decade. President Powell was headed the school throughout this publication's run and is mentioned frequently. The Pine Branch offers a fascinating glimpse into the earliest years of Valdosta State University's past. The GSWC Bulletins, 1913-1921 These early Bulletins showcase Georgia State Womans College with aplomb. They contain all the vital information students, parents, faculty, and staff would have needed at the time. From faculty and staff listings, to attendance costs, down to what color fabric the student's dresses had to be. The Bulletins really showcase how President Powell and staff were able to keep the institution steadily growing in student body, staff, and prestige.

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Chapter Seven: Paternalism -- Strong Paternalism Chapter 7, part 2, of the author's Mill on Liberty, which Clarendon Press published in 1980. It has been included in the Victorian Web with the kind permission of the author and of the Clarendon Press, which retains copyright. Numbers in brackets indicate page breaks in the print edition and thus allow users of VW to cite or locate the original page numbers. Where possible, bibliographical information appears in the form of in-text citations, which refer to the bibliography at the end of each document. Non-bibliographic notes appears as text links. This web version is a project supported by the University Scholars Programme of the National University of Singapore. Scanning, basic HTML conversion, and proofreading were carried out by Gerhard Rolletschek, a Postgraduate Visiting Scholar from the University of Munich, working under the direction of George P. Landow, who added links to materials in VW. indicates a link to material not in the original print version. [GPL]. Whereas Mill is prepared, to some extent, to accept weak paternalism, he seems to be absolutely opposed to strong paternalism. One argument Mill uses against strong paternalism is often cited: But neither one person, nor any number of persons, is warranted in saying to another human creature of ripe years, that he shall not do with his life for his own benefit what he chooses to do with it. He is the person most interested in his well-being: ... with respect to his own feelings and circumstances, the most ordinary man or woman has means of knowledge immeasurably surpassing those that can be possessed by any one else. The interference of society to overrule his judgement and purposes in what only regards himself must be grounded on general presumptions; which may be altogether wrong, and even if right, are as likely as not to be misapplied to individual cases, by persons no better [114/115] acquainted with the circumstances of such cases than those are who look at them merely from without. Certainly Mill is here claiming that generally a person knows his own interests best. But it has often been argued that this is only a defeasible general presumption, and that elsewhere, in Principles of Political Economy, Mill himself recognized cases in which the government knows a person's interests better than the person himself. One such case is the provision of education. Mill argues: "The uncultivated cannot be competent judges of cultivation. Those who most need to be made wiser and better, usually desire it least, and if they desired it, would be incapable of finding the way to it by their own lights" (Collected Works. Vol. III, p. 947). Mill is discussing the limits of the doctrine of laissez-faire in social and economic life generally. Government must step in to provide services that individuals will not be able to provide for themselves as effectively. But Mill does not argue that the government is justified in coercing normal adults to do certain things for their own good. His position is that the government should provide services which people are free to use if they so choose. So Mill does not jump from the acknowledgement that individuals are sometimes not the best judges of their own interests to the advocacy of strong paternalism. He is convinced that coercive interference tends to stunt the person's capacities, and i

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Home > Washington comes to Ettrick to observe Buddy2Buddy project Washington comes to Ettrick to observe Buddy2Buddy project By L. Fausz [1] | Mar 13, 2013 “Some people say it is hard to stay in touch with Washington,” said Deputy Director David Mineta of the White House Office of National Drug Control Policy (ONDCP). “That is not true from our side.” Deputy Director Mineta oversees ONDCP’s Office of Demand Reduction, which focuses on promoting drug prevention and drug treatment programs, as well as the agency’s newly created focus on programs for individuals in recovery from addiction. He, along with Jamila Robinson, Policy Analyst, Prevention Branch, Executive Office of the President, visited Ettrick Elementary School last Tuesday to observe the Buddy2Buddy project. Buddy2Buddy is a collaborative project between Ettrick Elementary School’s 21st Century Learning Grant, Communities In Schools of Chesterfield, Chesterfield Mental Health Prevention Services and SAFE. It is a nine-week program that has trained Matoaca High School mentors who facilitate discussion to Ettrick Elementary School students on the positive aspects of leading a substance-free lifestyle. “The program was piloted this year, and we are currently in the second session of the program,” said Kimberly Reynolds, the coordinator for Communities In Schools of Chesterfield at Ettrick. “I can’t say enough about the program,” she said. “The kids have been so awesome, so professional. It has been a wonderful program.” Reynolds hosted a reception for Mineta and Robinson with local senior officials as well as directors involved in the collaborative project. During the reception, Mineta said his office has been looking towards 21st Century schools to have a drug prevention program in the school. The success of the Buddy2Buddy program is one that he will share with other school systems. He thanked the county school system, SAFE, and community leaders and mentors that came together to make this happen. “We have been looking for this kind of program,” he said. Sherry Callear, Powhatan County Mental Health Director – former Chesterfield Mental Health Prevention Specialist (Sr. Clinician), spearheaded the project and wrote the curriculum for the program. Callear served on the Underage Drinking Taskforce (UDTF) of the SAFE coalition. “When I worked as Prevention Specialist, Sr. Clinician, with Prevention Services at Chesterfield Mental Health, I served on the Underage Drinking Taskforce of the SAFE coalition,” she stated. “In that capacity I was made aware that SAFE was trying to launch the Teen Ambassador initiative. Since my job in Prevention Services allowed me access to many school partners, I felt I could successfully spearhead this initiative for the SAFE coalition, of which I was a part of. This was exactly the type of work that Prevention Specialists could accomplish.” Callear along with her prevention colleague, Karl Kalber, did the work of recruiting and training the initial mentors and meeting with Communities in Schools (CIS) to establish their partnership in the program, as well as developing the curriculum that the mentors (Ambassadors) would use with their mentees. “I knew I wanted the curriculum to read like a script, an idea I got from my Prevention colleague, Robin Jones, who facilitates the RELATE mentor program at Matoaca and James River High School, for the mentors so that it would be easy for them to implement,” Callear said. “Then I chose among the best model, evidenced base, prevention programs for ideas and substance free, with hands on activities that I wanted to complete the message from mentor to mentee.” Lee Archard, Prevention Consultant for Chesterfield Mental Health, is the program’s facilitator at Ettrick and meets with the mentors and mentees each Tuesday. Bellwood and Chalkley elementary schools are also part of SAFE’s Teen Ambassador program. Even though Callear is working in Goochland, she continues to stay in touch with her colleagues in Chesterfield and is making an effort to start a new substance abuse prevention coalition that includes both Powhatan and Goochland and hopes to have a Teen Ambassador model as one of their initiatives. “The most important part of the program is the work that goes on between the mentors and mentee,” she said. “While the visit from the White House was a real honor and very delightful, no amount of recognition compares to the magic that is happening between the teens who are implementing the messages and the children receiving the mentoring. Like most Prevention work, Teen Ambassadors is about planting seeds.” Deputy Director Mineta said he really misses being out in the field and coming to Chesterfield made him feel like he had his “boots on the ground again, solving problems.” He said, “These kinds of programs are really, really important. Getting the information out in a collaborative effort – that is what it takes to reduce drug use. It [the Buddy2Buddy program] only has to be a slice. It could be the magic to help you get there and who can tell a young person better than a high school role model.” Source URL: http://www.villagenewsonline.com/node/11390

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HomeUW TodayArchiveNew University of Washington memorial honors alumni who hold the Congressional Medal of Honor New University of Washington memorial honors alumni who hold the Congressional Medal of Honor Catherine O'Donnell Mike Magrath Medal of Honor Memorial Mary Levin Medal of Honor Memorial: book stone, right side Mary Levin Medal of Honor Memorial: book stone, left side They were eight ordinary men who did the extraordinary, who laid their lives on the line for those they loved both nearby and thousands of miles away, who rescued fellow soldiers at risk of their own lives, who took bullets so others didn’t have to, and who in one case defended the U.S. even though his family and friends were in internment camps. The University of Washington will honor these Medal of Honor recipients who are also UW alumni with a new, prominent memorial to be dedicated Veterans Day, Nov. 11. <PTHE university except States. University nation?s highest award for military valor, and is usually presented by President United research indicates that UW has more Medal of Honor recipients among its alumni than any other public the service academies. “The memorial will be a permanent, powerful reminder of the extraordinary things that can happen when ordinary people take action,” UW President Mark Emmert said. Ceremonies will begin at 10 a.m. with a parade down Memorial Way that will include bands, veterans groups and a military color guard. General Peter W. Chiarelli, Army vice chief of staff and a UW graduate, will deliver the main address at 10:30 a.m. Members of the armed forces, both active and retired, as well as the general public are encouraged to attend. The day’s events include “Ordinary Lives, Extraordinary Courage,” an Odegaard Undergraduate Library exhibit of letters, photographs, medals and other material related to the eight Medal of Honor recipients. Also, at least 15 Medal of Honor recipients from the Seattle region and elsewhere will be available to talk after the dedication, and ROTC units at the university will host an open house in the Clark Building. Entirely funded by private contributions, the $152,000 monument is at the intersection of two existing war memorials. The first, Memorial Way, begins at the Northeast 45th Street entrance to the university and was created with 58 sycamore trees honoring UW faculty and students who died in World War I. At the end of Memorial Way, just south of the Medal of Honor memorial, is the campus flagpole bearing names of faculty, staff, students and alumni who died in World War II. Michael Magrath, a UW visiting scholar in sculpture and public art, led the team that designed the monument. It includes Heidi Wastweet, a Seattle sculptor, and Dodi Fredericks, a landscape architect. Their design is anchored by a five-point star, similar to the medal star, inset into the traffic circle. At the north point of the circle is the “book stone.” On the outside, it’s a plain serpentine rock that sat for years, largely ignored, outside the UW sculpture studio on lower campus. But “split open like a book and polished,” Wastweet said, “the stone glows like ordinary people courageous enough to do something extraordinary for their fellow human beings.” The book stone includes each Medal of Honor recipient’s name, rank, award year and years at UW. A basalt column in front of the stone features the face of Minerva, goddess of both wisdom and war, who is pictured on the medal. “We want to inspire students who walk around and through the memorial,” Wastweet said. “We want them to think that if these alumni could do extraordinary feats, then they can, too.” Near those rocks are four sentinel stones surrounding one with bronze wording from the recipients’ Medal citations. “We found that no image was as powerful as details of what those men did,” Wastweet said. For more information about the memorial, visit http://depts.washington.edu/memorial. Since 1862, when the Medal of Honor was first awarded, 3,448 U.S. service members have received it, 620 posthumously. The UW memorial grew out of a Student Senate motion that set aside a proposed memorial to UW alumnus Gregory “Pappy” Boyington, class of 1934, a Marine fighter pilot who downed 28 enemy planes before the Japanese captured and sent him to a prisoner-of-war camp. The Senate favored a memorial recognizing all UW Medal of Honor recipients. Funding for the memorial included a match program with TriWest Healthcare Alliance and the Bruce and Jolene McCaw Family Foundation. “The monument honors those who fought not for medals but to save the lives of their comrades. Their courage and selflessness reflects the American spirit,” said David J. McIntyre Jr., president and chief executive officer of TriWest. The eight UW alumni who have received the medal are: Gregory “Pappy” Boyington, major, U.S. Marine Corps ReserveAs commanding officer of the Black Sheep Squadron in World War II, Boyington led his men in air battles that crippled Japanese forces. In October 1943, Boyington led 24 fighters over 60 Japanese planes parked on an airfield. During the battle that followed, American forces destroyed 20 enemy planes while losing none of their own. Though in his early 30s, Boyington was 10 years older than many of the men on his team; hence, the nickname “Pappy.” Deming Bronson, first lieutenant, U.S. Army Wounded by a hand grenade and a bullet, Bronson nevertheless led his unit in capturing enemy positions near Eclisfontaine, France, in 1918. At the UW, Bronson was a forestry major and played Husky football from 1912 to 1916. Bruce Crandall, lieutenant colonel (ret.), U.S. Army On Nov. 14, 1965, while under extreme fire in Vietnam, Crandall nevertheless made 22 trips to a battlefield in the Ia Drang Valley, resupplying troops with ammunition and collecting more than 70 seriously wounded soldiers. It inspired other helicopter pilots to join the effort. Like other medal recipients, Crandall earned not only the Medal of Honor but several other awards, such as the Purple Heart. The movie “We Were Soldiers” is based on the Ia Drang battle. Actor Greg Kinnear plays Bruce Crandall. For a review of the movie, go to http://community.seattletimes.nwsource.com/archive/?date=20020303&slug=crandall03 Robert E. Galer, brigadier general (ret.), U.S. Marine Corps As a major in 1942, Galer shot down 11 enemy aircraft in 29 days. He himself was shot down four times during World War II and the Korean War. Galer retired as a brigadier general in 1957. John D. “Bud” Hawk, sergeant, U.S. Army On Aug. 20, 1944 in Normandy, Hawk was largely responsible for crushing two German attempts to escape Allied troops and for taking more than 500 prisoners, all while he was wounded from a bullet to the thigh. Robert Leisy, second lieutenant, U.S. Army On Dec. 2, 1969, North Vietnamese soldiers attacked Leisy’s unit, outnumbering them 10 to 1. Leisy used his own body to shield his fellow soldiers from a rocket-propelled grenade. Then, while mortally wounded, he continued to direct his men, refusing medical treatment until others were cared for. Leisy was 24 at the time of his death. He had been in Vietnam less than three months. William Kenzo Nakamura, private first class, U.S. Army Twice on July 4, 1944, Nakamura singlehandedly attacked German machine gunners in Italy so his platoon could be freed from pinned-down positions. During his second effort, he was killed. Nakamura had volunteered for the Army after the U.S. government forced his family and other Japanese-Americans on the West coast to move to internment camps. Archie Van Winkle, colonel (ret.), U.S. Marine Corps In November 1950, Van Winkle led a charge through Chinese gunfire. One bullet shattered his arm, and a hand grenade exploded against his chest. Refusing to be evacuated, Van Winkle continued shouting orders and encouragement to his men. The platoon eventually repulsed a fanatical enemy attack. For more information, contact Catherine O’Donnell at 206-543-2580 or [email protected]; Michael Magrath at 206-276-6038 or [email protected] .

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07/19/2007Winthrop Awarded Grant to Prepare Teachers Who Work with Students Limited in EnglishQuick Facts The U.S. Department of Education awarded Winthrop a $700,000 grant to prepare teachers to work with students who speak limited English. The three-year grant is called Teaching Teachers to Work with English Language Learners.ROCK HILL, S.C. - Winthrop University recently was awarded nearly a $700,000 grant from the U.S. Department of Education to prepare teacher candidates, faculty members and Rock Hill teachers for working with students with limited English. The three-year grant, called Teaching Teachers to Work with English Language Learners, will give Winthrop the opportunity to train nearly 150 public school teachers who deal with English-as-a-Second-Language students. The university also will train its own faculty members who interact with future teachers. “Winthrop stays in close touch with public school leaders throughout the state, and this is one of the needs we hear expressed most often, so the Richard W. Riley College of Education designed a program to help,” said President Anthony DiGiorgio. “Our selection for federal grant support is simply a reflection of Winthrop’s strong track record on such leading-edge programs.” Winthrop was one of 139 of 411 applicants awarded grants this month totaling $36.5 million, according to Cynthia Ryan, director of discretionary grants in the Office of English Language Acquisition in the U.S. Department of Education. The average grant size was $250,000 per year. Ryan said the goal of the grants is to prepare teachers and other personnel to better serve English-language learners. Funds from the program come from Title III of the No Child Left Behind Act, signed in 2001. Winthrop officials said the Rock Hill community is in dire need of such intense support services because the Latino student population has increased more than 700 percent in the last decade. Currently, the Rock Hill school district has only two teachers fully certified to teach English for speakers of other languages, yet there are more than 550 such students. “Winthrop has a long-standing partnership with the Rock Hill School District. This is another opportunity for us to work together on activities that will benefit both the university and the local schools,” said Patricia Graham, dean of the Riley College of Education at Winthrop. Last spring, Winthrop and the district forged a partnership to establish a magnet school for science and technology at Sunset Park Elementary. Rock Hill school officials are excited about the grant because it will provide courses that are convenient locally and will help place certified teachers in many schools, said Sheila Huckabee, executive director of secondary schools with the Rock Hill school district.Administering the grant from Winthrop are Kelly Costner, assistant professor of curriculum and instruction, and Elke Schneider, assistant professor of curriculum and instruction. Faculty members in the Department of Modern Languages and Department of English also will be involved.The federal grant will provide Winthrop $195,451 the first year, $253,295 the second year and $251,127 in the final year.The grant has three components:Coursework for ESOL Add-on Certification will increase the number of ESOL-certified teachers in the district. Fifty teachers will take five graduate-level courses, including a semester-long practicum supervised by specialists at Winthrop.The Inservice Professional Development Program will give 75 teachers the chance to take a graduate-level course to learn the needs and strategies of dealing with students with little English knowledge.The Teacher Education Faculty Professional Development Summer Institutes will involve nearly 50 Winthrop faculty members from various departments in incorporating content and assignments in their lessons to prepare future teachers for dealing with students who know little English. They will be taught in three summer institutes of two days each to increase their knowledge base. The $699,873 grant is offered through the Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students. The federal government is providing 100 percent of the funds for “Teaching Teachers to Work with English Language Learners.”For more information, contact Costner at 803/323-4750 or [email protected].

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Since the passage of the No Child Left Behind Act of 2001 (NCLB), families have more freedom than ever before to make decisions about how their children are educated. Thanks to a wide array of public school choice options, including charter and magnet schools, families can customize their children's learning, which is translating into improved academic achievement throughout the nation. In the classroom itself, individualized instruction can yield tremendous results for students. Magnet schools in particular are excellent examples of how specialized programs can spark enthusiasm for learning and catalyze academic growth in students whose interests and aptitudes may not be fulfilled by their neighborhood schools. Magnets like the six elementary and middle schools profiled in this guide use themed instruction in such subjects as fine arts, leadership, and engineering to meet the needs of students from diverse backgrounds and interests. For many years, magnet schools offered families the dominant form of public school choice in America, first appearing in the 1960s as a tool to increase racial desegregation and resolve educational inequities. It may not seem fitting to deem these schools "innovative" since they have been around for nearly 40 years. However, magnet schools have a new and expanded role under NCLB, and their power for systemic reform has yet to be fully realized. In addition to maintaining diverse student populations and advancing school choice, magnet schools are reversing declining district enrollments, turning around low student performance, and serving as laboratories for promising education practices. The schools highlighted in the following pages have achieved these goals despite such obstacles as budgetary constraints, the demoralizing effects of poverty, and children entering with skills far below grade level. Uniting these schools is the belief that education can empower families and revitalize communities and that every student—regardless of race, income, or zip code—deserves to be challenged and can achieve. As one administrator at a profiled school asserts, "If you can dream it, you can build it." This guide provides examples of promising strategies and case studies for district leaders and school staff interested in building and growing their own magnet schools. The schools profiled here have adopted continuous improvement plans based on data. As a result, their students' achievement has improved significantly. This guide is one in a series of Innovations in Education publications produced by the U.S. Department of Education. I congratulate the schools highlighted here, and hope that educators and others can learn from their experiences. Margaret SpellingsU.S. Secretary of Education

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Parents Academics News Around The Hollow Home > News Around The Hollow Wittenberg Named Among Nation’s Best By Princeton Review August 25, 2012 Filed in Campus Headlines, Community Springfield, Ohio – Wittenberg University is one of the country’s best institutions for undergraduate education, and among the nation’s Top 20 for “Most Accessible Professors,” according to The Princeton Review. The education services company features the school in the new 2013 edition of its annual college guide, The Best 377 Colleges. Wittenberg is in elite company considering that only about 15 percent of America’s 2,500 four-year colleges and three colleges outside the United States are profiled in the book, which is The Princeton Review’s flagship college guide. The guide also includes detailed profiles of the colleges with rating scores for all schools in eight categories, plus ranking lists of top 20 schools in the book in 62 categories, based on The Princeton Review’s surveys of students attending the colleges. “We commend Wittenberg for its outstanding academics, which is the primary criteria for our selection of schools for the book,” said Robert Franek, Princeton Review’s senior vice president, and publisher and author of The Best 377 Colleges. “Our choices are based on institutional data we collect about schools, our visits to schools over the years, feedback we gather from students attending the schools, and the opinions of our staff and our 30-member National College Counselor Advisory Board. We also work to keep a wide representation of colleges in the book by region, size, selectivity and character.” In its profile on Wittenberg, The Princeton Review praises the school for how it “emphasizes personal attention and development of the person as a whole.” The guide also quotes extensively from Wittenberg students the company surveyed for the book. As one student shared, Wittenberg “’encourages students to try new things’ both inside and outside the classroom to ‘broaden student horizons.’ In so doing, students become ‘committed to their own success and the success of the greater school community.’” The Princeton Review does not rank the colleges in the book academically or from 1 to 377 in any category. Instead it reports in the book 62 ranking lists of “top 20″ colleges in various categories with Wittenberg earning the 14th position on the list of “Most Accessible Professors” in this edition. As one student explained, Wittenberg professors “do a great job of creating a dialogue in the classroom with students and between students that extends beyond the classroom.” Other student comments in the guide note that Wittenberg professors “are always willing to meet up and discuss anything that is on our minds.” Wittenberg’s iconic Myers Hall has been at the heart of the relationships between professors and students almost since the university’s founding in 1845. The lists are entirely based on The Princeton Review’s survey of 122,000 students (about 324 per campus on average) attending the colleges in the book and not on The Princeton Review’s opinion of the schools. The 80-question survey asks students to rate their own schools on several topics and report on their campus experiences at them. A nationally ranked university for the liberal arts and sciences affiliated with the Evangelical Lutheran Church in America, Wittenberg University previously ranked 11th in the nation for “Best Classroom Experience” and 15th in the category “Professors Get High Marks” in the 2011 edition of the same Princeton Review-sponsored guide. Additionally, Wittenberg has had more Ohio Professor of the Year recipients than any other four-year institution in the state, and The Chronicle of Higher Education named Wittenberg one of the nation’s top producers of Fulbright Scholars among bachelor degree-granting institutions in 2010. The university has also been recognized nationally for excellence in service and athletics. For more on Wittenberg, visit www.wittenberg.edu. Tags: © 2010 Wittenberg University Springfield, Ohio 45501

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Professors of Bluegrass prepare for a reunion By Yotam Barkai Yale College Dean Peter Salovey is currently conducting a University-wide search, but he is not looking for a new professor. He is in search of a banjo player. In the early ’90s, Yale College Dean Peter Salovey Professors of Bluegrass brought together professors, students and members of the community who shared a common passion for bluegrass music. Since its formation the group has disbanded twice — its second phase ran from 1996 to 1999 — and Salovey said it is now seeking musicians, especially banjo players, for its third incarnation. “We’re just trying to find anyone who loves bluegrass through networks, people who know people,” Salovey said. “What’s been nice about the band in the past is that we have had faculty, students, staff and community members play.” Salovey and fellow psychology professor Kelly Brownell, a former master of Silliman College, first formed the band about 10 years ago. The first version of the band played at President Richard Levin’s inauguration party in 1993 and at various New Haven nightclubs including Rudy’s and Toad’s Place, Salovey said. It even once played at Spring Fling. Craig Harwood GRD ’02, now a professor of music at Amherst College, played mandolin for the Professors of Bluegrass during its second incarnation. “We played all sorts of mostly Yale-based parties and events,” Harwood said. “Our most fun gig was that we would play at Rudy’s on a semi-regular basis. Everybody would come out to Rudy’s shows.” In 1996, Katie Scharf ’99 LAW ’06, now pursuing a joint degree in law and history at Yale Law School, joined the group as a fiddle player, despite her background as a classical violinist. “It’s a lot of fun,” Scharf said. “Playing bluegrass is great because it’s this mixture of work and fun. You don’t get to have orchestra rehearsals in a bar with beer, hanging out with friends.” Scharf described the group’s music as “straight-up traditional bluegrass,” akin to the music featured in the movie “O Brother, Where Art Thou?” Harwood and Scharf said that the Professors of Bluegrass were a popular attraction in the Yale community, even for those uninitiated in bluegrass. “Most people who heard us had never heard bluegrass and became bluegrass fanatics because of us,” Harwood said. “This included music students who had never heard bluegrass before, and all of a sudden, beside studying Mozart and Chopin, they were Bill Monroe fans.” As the group’s members graduated, its performances became less regular. But Scharf said while the group’s presence faded, it never formally disbanded: Even after graduation, members would play together when visiting New Haven. Scharf said her return to Yale as a law student provided the motivation to restart the group. “When I came back to Yale for graduate school, the first thing when I saw Peter was, ‘We’ve got to get the band together,'” she said. Harwood said he is enthusiastic about the prospect of a reunited Professors of Bluegrass. “I definitely hope they get back together,” he said. “I think one of the most positive aspects of the band was that there was a professor and students — both grad and undergrad — all working on this project together and all engaging in this making music together.” Although there are numerous guitarists at Yale, the group currently lacks a banjo player. Scharf said the absence of a banjo player has been the one “limiting factor” for the band. The band’s former banjo player, Greg Liszt, is currently an MIT student pursuing a Ph.D. in molecular biology. Liszt now plays banjo in his own Boston-area bluegrass group, Crooked Still. Salovey said he hopes to assemble the new group within the next week. Scharf said she is excited to bring bluegrass back to Yale’s campus. “I’d like to think we converted a few Yalies to bluegrass,” she said.

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This is the old United Nations University website. Visit the new site at http://unu.edu PR/E42/04 51st Session of the United Nations University's Council meeting is being held in Helsinki, 6 - 10 December 2004 The Council of the United Nations University, which is the governing Council of the University, meets in Helsinki during 6 - 10 December 2004 for its 51st session. The Chairperson of the UNU Council is Professor Vappu Taipale, Director-General of The National Research and Development Centre for Welfare and Health (STAKES), an agency under the Ministry of Social Affairs and Health of Finland. The Council of UNU meets annually to formulate the principles and policies which govern the activities and operations of the United Nations University. Among many other responsibilities, the Council decides upon the research and training centres and programmes which are to constitute the totality of the University in developed or developing countries, considers and approves the work programme, and adopts the budget of the University on the basis of proposals submitted to it by the Rector. The UNU Council is established on a broad geographical basis with due regard to major academic, scientific, educational and cultural trends in the world, taking into account the various fields of study. The list of 24 members of the Council is herewith attached. The UNU Centre is located in Tokyo, Japan. It coordinates the overall research, capacity-building, dissemination and networking activities with its 13 Research and Training Centres and Programmes around the world. The UNU works closely with the United Nations and its specialized agencies as well as with academic, policy and NGO communities worldwide. The main research programme areas of the UNU are Peace and Governance, and Environment and Development. The 51st Session of the UNU Council is being held in Helsinki, where UNU-WIDER, the first Research and Training Centre of the United Nations University, is located. The Rector of UNU, Professor Hans van Ginkel, and the directors of all UNU Research and Training Centres and Programmes (RTCs & RTPs) will also participate in the Council meeting. On the occasion of UNU Council session, a scientific seminar on the Research for Tomorrow's World, jointly organized by the Ministry of Education of Finland and the United Nations University on Thursday, 9 December 2004 at 15.30 hours. Issues concerned with environment, technology, poverty and conflict lie at the heart of the global development agenda. They are also the core interests of the United Nations University. This seminar will bring together scholars from the United Nations University and the Finnish academic community to discuss how research can improve our understanding of how the world is evolving and how it can assist in the design of policies for a better global future. The seminar will be held at the House of Estates (S��tytalo) and the programme is attached. The seminar is open for the media representatives. The list of the UNU Council members and details on the United Nations University are enclosed. For more details on the United Nations University and its network: www.unu.edu For more details and interviews with the participants, please contact: Ara Kazandjian, Outreach and Media Coordinator World Institute for Development Economics Research of the United Nations University (UNU-WIDER), Katajanokanlaituri 6 B, 00160 Helsinki, Finland Tel. (+358-9) 615-99-210; Mobile telephone: (+358-50) 351-0325 E-mail: [email protected], www.wider.unu.edu For Tokyo-based media inquires, please contact: Ms. Akiko Mochizuki, UNU Office of Communications Tel. +81-3-3499-2811 E-mail: Akiko Mochizuki Scientific seminar jointly organized by the United Nations University and the Ministry of Education, Finland Research for Tomorrow's World Thursday, 9 December 2004, 15:30hrs S��tytalo (House of Estates), Snellmaninkatu, Helsinki Programme Chairperson: Mr Markku Linna, Permanent Secretary, Ministry of Education, Finland The Global Economy and Conflict Prevention Tony Addison, Deputy Director of UNU-WIDER, Helsinki Regional Security and Global Governance Luk van Langenhove, Director of UNU-CRIS, Brugge Vulnerability Concepts to Describe Human (In)Security Janos Bogardi, Director of UNU-EHS, Bonn Multilateral Action on the Global Water Crisis Ralph Daley, Director of UNU-INWEH, Hamilton Ontario Information Technology and Economic Development Matti Pohjola, Professor, Helsinki School of Economics Geothermal Energy amongst the World's Energy Sources Ingvar Fridleifsson, Director of the National Energy Authority and UNU Training Programme on Geothermal Energy, Reykjav�k Hydrogen Fuel Cells in the Transport Sector Lynn Mytelka, Director of UNU-INTECH, Maastricht Growth and Equity: The Case of Finland Markus J�ntti (Senior Research Associate at UNU-WIDER, Helsinki Basic Facts: Mission: "to contribute, through research and capacity building, to efforts to resolve the pressing global problems that are

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Alliance for Technology, Learning and Society One Laptop Per Child, solar-based Wi-Fi, development Bruce Baikie, left, head of Green Wi-Fi, a solar powered Wi-Fi network, and Laura Hosman, right, assistant professor of political science in the department of social sciences at Illinois Institute of Technology, discussed leading, proposing and deploying development projects in developing nations and in underserved and impoverished regions during an ATLAS Speaker Series presentation Sept. 26. The pair partnered over two semesters on the One Laptop Per Child Program during three trips and two deployments of student teams in Haiti. The ATLAS Speaker Series is made possible by a generous donation by Idit Harel Caperton and Anat Harel. ATLAS building named in honor of Roser family NAMING CELEBRATION: Members of the Roser family and CU-Boulder Chancellor Phil DiStefano (far right) stand next to the Roser ATLAS sign after it was unveiled at a building naming ceremony on Sept. 20. The event included members of the ATLAS Advisory Board, ATLAS staff, CU faculty and invited guests. The building naming is in acknowledgement of the generous support and leadership of the Roser Family, and in particular Becky Roser and the late Jim Roser, who were the founding co-chairs of the ATLAS Advisory Board. From left to right are: Chris Roser, who is an ATLAS Advisory Board member and son of Jim and Becky Roser; Becky Roser; Jonathan Roser, son of Chris Roser, with his mother, Lizzie; and Phil DiStefano. Musical theater performance highlights Casanova's exploits Casanova at Twilight, an original musical theater piece written by Bill Mooney who for 14-years was a cast member of ABC's All My Children as well as a performer both on and off-Broadway, featured Casanova's exploits in several performances in September and October in the ATLAS Black Box. The music was composed and conducted by CU College of Music Ph.D. student Hunter Ewen. Singer/actors included baritone and CU graduate Garrett Smith as young Casanova and Leigh Holman, director of CU’s Opera Department, who played one of Casanova’s loves. Princess Music captured in high-definition Black Box recording The Denver-based band Princess Music was featured in a special performance recorded with a new digital high-definition three-camera setup with live switching and audio in the ATLAS Black Box on Oct. 12. The video shoot was presented by the ATLAS Center for Media, Arts and Performance in collaboration with the local arts organization Communikey. The recording was another in a series of ATLAS events capturing quality live entertainment. Vantage Points, Oct. 28-29, Black Box An original, immersive, multi-sensory exploration of abstract video and sound by artist/composer Cole Ingraham. The performance includes live instruments, synthesized sounds and a combination of 2D and 3D animated graphics. Ingraham is a doctoral student in CU’s College of Music. 7:30 p.m. Friday-Saturday, Oct. 28 – 29, ATLAS Black Box theater Speaker Series: Privacy and the Web, Oct. 31 Jim Harper, director of information policy studies at the Cato Institute, will discuss a variety of privacy issues integral to the growing dominance of the internet in our lives as part of the ATLAS Speaker Series at 5 p.m. Monday, Oct. 31, in the Cofrin Auditorium. Among the issues to be discussed: • How do we balance privacy concerns against the trend to live a public life on the Web? • What are our expectations about privacy? Are they reasonable in today’s digital market and meeting places? • The pitfalls of opting in and out of various privacy settings: is the onus on the individual? • Are there cautions and/or benefits to the changing search algorithms that result in predictive marketing? Should your past behavior on the Web affect what you see today? Why should we care? • If students today are the creators and users of tomorrow’s digital marketplace, why is privacy relevant? Harper serves as director of information policy studies at the Cato Institute, a public policy research organization and think tank dedicated to principles of individual liberty, limited government and free markets. The ATLAS Speaker Series is made possible by a generous donation by Idit Harel Caperton and Anat Harel. Black & White, Nov. 4, Black Box A coming of age story told through multi-media dance, theater and video performed by choreographer Gabriel Masson in collaboration with video artist Tara Rynders. Masson is assistant professor in CU's Department of Theatre and Dance. Rynders is an MFA student in multimedia dance. 8 p.m. Friday, Nov. 4, ATLAS Black Box Recommended for mature audiences. Striking the Match, Nov. 5, Black Box A one-woman theater performance debut by writer/performer Beth Osnes, who presents a series of original, short pieces inspired by contemporary social issues. Interactively, audience members will choose from among 20 or more original pieces, thus influencing the flow of the evening and sequence of the production. Osnes has toured her original works around the world. Locally, one of her works was presented last year as part of the Boulder International Fringe Festival. 7:30 p.m. Saturday, Nov. 5, ATLAS Black Box theater Speakers Series: Smart Phones for Poor Farmers, Nov. 7 Heather Thorne will talk about her Information and Communications Technology for Development work, which is focused on creating sustainable models for delivery of services and micro-businesses via mobile phones, during an ATLAS Speaker Series presentation at 5 p.m. Monday, Nov. 7, in the Cofrin auditorium. Thorne leads Grameen Foundation’s AppLab Indonesia and Uganda programs, the Community Knowledge Worker mobile agriculture program, and advises on other mobile innovation programs. The ATLAS Speaker Series is made possible by a generous donation by Idit Harel Caperton and Anat Harel. Entrepreneurs Unplugged: Nancy Phillips, ViaWest, Nov. 14 Silicon Flatirons, ATLAS and ITP present Nancy Phillips as featured entrepreneur with moderator Brad Bernthal. As co-founder and COO, Nancy Phillips has a vested interest in establishing ViaWest as a leader in the market. Phillips, who has over 15 years of management experience in technology, oversees ViaWest's operations, engineering and technical support divisions. Previously VP of Operations for RMI.net, Phillips was integral in managing the company's network and technical growth. Prior to helping this struggling Internet Service Provider back to profitability, Phillips also was vice president of operations for ITC Worldwide (now Genesys Conferencing) and was senior vice president of operations for ConferTech International (now Global Crossing). 6:15 p.m., networking reception and refreshments in the ATLAS lobby, ground floor; 6:30 p.m., presentation begins in Cofrin Auditorium, room 100 ATLAS information available on several social networks Several ATLAS social networking sites are accessible through links at the ATLAS Web site, which is located here, or by clicking on the icons below: A Facebook page highlighting ATLAS events and student projects. Click on the icon to visit ATLAS on Facebook. Click on the "Like" icon on the Facebook page to stay in touch with ATLAS through Facebook. A blog, written by ATLAS staff members, about ATLAS, its programs and technologies of interest. Click on the icon and follow ATLAS on blogger. Twitter, which is highlighting ATLAS events, news and the creative works of ATLAS students. Click on the icon and follow ATLAS on Twitter. YouTube, which features video of student projects and Center for Media, Arts and Performance events. Click on the icon and subscribe to the ATLAS YouTube channel. Flickr, featuring photos of ATLAS events, people and projects. Click on the icon and comment on ATLAS photos. Follow ATLAS on: Donate to ATLAS The ATLAS Institute (The Alliance for Technology, Learning and Society), established in 1997 at CU-Boulder, is a campus-wide entrepreneurial catalyst and incubator for innovative interdisciplinary research and creative, educational outreach programs, made possible by information and communications technology. ATLAS programs: - Technology, Media and Society Ph.D. - Master of Science in Information and Communication Technology for Development - Technology, Arts and Media (TAM) minor and certificate programs - Boulder Digital Works - Center for Media, Arts and Performance - K-12 outreach programs The ATLAS Center for Media, Arts and Performance explores: - How artists, scholars, technologists and content creators fully engage with the richest, broadest set of present-day possibilities. - How to discover the artistic and creative practices of the future. Home: http://atlas.colorado.edu | Contact: [email protected] | Unsubscribe |

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KCTCS PRESIDENT HONORED BY STATE LEGISLATORS KCTCS PRESIDENT HONORED BY STATE LEGISLATORS Apr 14, 2014 - | 04:25 PM - The Kentucky General Assembly honored Kentucky Community and Technical College System (KCTCS) President Michael B. McCall today with a resolution for his more than 15 years of service as the founding president of KCTCS. Dr. McCall was accompanied by his wife, Carolyn, in the House and Senate Chambers. Senator Julian Carroll made introductions and initiated the resolution in the Senate. Representative James Kay made the introduction of the same resolution in the House. “I have been privileged to work with a dedicated Board, outstanding cabinet, committed college presidents along with extraordinary faculty and staff,” Dr. McCall said. “Together we have built a comprehensive two-year college system that is the envy of the nation. I am extremely proud of the work we have accomplished to enhance the educational attainment in the state.” Dr. McCall announced last year he will retire January 15, 2015 after 16 years leading the System that was created in 1997. Throughout the remainder of the year, Dr. McCall will continue to work on the 2010-2016 Business Plan for Transforming Kentucky that is designed to increase student success by moving more students through the system’s 16 colleges in less time and for less cost. He also will establish the KCTCS Momentum Scholarship Fund. This new scholarship will assist students in completing a credential that will lead directly to gainful employment in high wage, high demand jobs or enable them to transfer to a four-year institution in less time and with less cost. For more information about KCTCS, visit KCTCS.edu. Photos available for download here.

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The ethical job hunter MENDOZA IN THE NEWS Knowing right from wrong is key to the MBA job quest. Exaggerated résumés, misrepresented job offers are dishonest—and counterproductive The McGraw-Hill Companies Inc. December 13, 2006 rofessor Patrick E. Murphy is the C. R. Smith Co-Director for the Institute for Ethical Business Worldwide at the Mendoza College of BusinessIn recent years, the ethics of running a business has garnered plenty of attention in the B-school classroom. But until now, MBA students rarely got a lesson on the rights and wrongs they themselves might commit while on the hunt for jobs. Patrick E. Murphy, the Smith co-director of the Institute for Ethical Business Worldwide and professor of marketing at University of Notre Dame's Mendoza College of Business helped create a manual, at www.ethicalbusiness.nd.edu, for students and recruiters that answers some of their questions about how to face certain dilemmas when looking for a job. Murphy encourages other schools and organizations to adapt the document to create their own set of guidelines.Among the ethical proscriptions for job hunters, the manual lists:•Misrepresenting background and skills (in a job interview or embellishing a résumé) •Misrepresenting job-seeking status (e.g., number of offers) •Accepting on-site interviews when not seriously considering the prospective employerAs for recruiters, the manual warns against:•Using exploding job offers (failing to allow applicants to participate in the entire recruiting season, or giving applicants less than two weeks to decide at other times) •Tying signing bonus to exploding job offer •Using high-pressure interviewing tactics on campus or during firm visitsMurphy says students should consult lists of employers that magazines and newspapers put out to gain insight into companies and their culture.He also suggests talking to those who already work at the company and taking the time to do some assessment of your own character. "You'll come out ahead in the whole process if you're more transparent and honest," Murphy says. He recently spoke with BusinessWeek.com reporter Francesca Di Meglio. Here are edited excerpts of their conversation:What motivated you to write this manual?One, I've had some interchanges with students over the years who are saying, "Why can't I accept a job offer while waiting for a better one?" Also, I serve on the ethics resource center as an invited fellow and we did a larger study where we asked recruiters, "Do you bring up ethics in the recruiting process?" Only 1 person out of 20 said that he did.These were recruiters from companies that were already associated with the ethics resource center. If these companies aren't asking, then the percentage [among other companies] has to be lower than that. Discussions I have had over the years with those in the career placement center at Notre Dame also contributed to my desire to raise the consciousness of students as well as recruiters.What is the biggest ethical dilemma facing business students who are job hunting?It tends to be somewhat dependent on the student and the company. One of my best MBA students is trying to decide among several job offers now. He called this one company he interned with and it said, "We'll sweeten the pot if you don't pursue this other company." I don't think that's unethical but it was a dilemma he had to face. Someone else who is having difficulty getting a job might be tempted to embellish things that he has done or try to make himself look better.What are some of the benefits of being ethical?You don't want to go to a future employer who thinks you can do things you may not be able to do. Everyone has his limitations. To me, the whole recruiting process is about finding the right match. The closer you can get the values of the individual, to the values of the company, the more likely you will have success.Would you say business students today are more or less ethical than students 20 or 30 years ago?I've taught for that long, and I would say that there's not a big difference. It's a more competitive world than it was 20 or 30 years ago, both for employees and employers. This high level of competition puts people at higher risk to be unethical.What is your best advice for those who want to walk the straight and narrow?Be patient and ethical. There is a job out there for every individual. You might have to interview with 15 companies to find it, but do not compromise or take a job that you don't think will make you happy.What should schools or career centers be doing to help students be more ethical?In our undergrad placement, students sign a contract saying that they'll show up for interviews, refrain from misleading potential employers, etc. Our school is not alone. There are a number of schools saying this is serious business. Students should be ethical and professional, and schools and organizations should let them know that those are the expectations.What is the most important thing for students to keep in mind as they're job hunting?Do your due diligence. Investigate companies before you go into the job search. Don't be afraid to ask a question or two about ethical policies. Try to get a sense of the corporate culture. Is it more dog eat dog? Is the only way to get ahead at the expense of someone else?We all know there are organizations like that out there. More students can find out now than ever before because they have many resources on the Web. Also, talk to someone who is in the same role you would be in and see what kinds of issues they have and their level of satisfaction. That will go a long way to helping you make your decision.What responsibility do recruiters have when it comes to ethics and the job search?They, like students, need to do due diligence. If something looks too good to be true, it might be. Some interviewers ask people about an ethical dilemma or pose a situation they might run into at the company. There are ways to surface these ideas in a non-confrontational manner.As one person put it to me, some employees do things that they think are helping the company that are unethical, illegal, or both. And it ends up costing the company a lot of money. There's also a self-serving aspect for the company, which wants to make sure it's getting honest, forthright people as they're coming in the door by checking references, making an extra call about people they are uncertain about, etc. Companies can't be afraid to follow up on things.What do you think the future holds for ethics and the job hunt?My experience in recent years is that students are paying more attention to ethics in general, if we include corporate social responsibility or the environmental sustainability position of organizations. One of the pieces of the data that we report is that ethical reputation and caring for employees ranked fourth and fifth out of 14 attributes. We're not saying it's No. 1, but it's in the top set of things for which a number of students are looking.### Mendoza in the News Archives 2013 Mendoza in the News Articles2012 Mendoza in the News Articles2011 Mendoza in the News Articles2010 Mendoza in the News Articles2009 Mendoza in the News Articles2008 Mendoza in the News Articles2007 Mendoza in the News Articles2006 Mendoza in the News Articles2005 Mendoza in the News Articles

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Student and Alumni Student Spotlight: Jim Belushi Student Spotlight: Jim Belushi Jim BelushiMajor: Theater Jim Belushi loves the magic of being in the moment. “Some people do yoga or golf. I perform on stage to gain that focus,” said the actor and comedian. Belushi, a 1974 College of DuPage graduate, established the John Belushi Scholarship in 1987 in memory of his brother, also a former COD student. Growing up in Wheaton, the brothers would listen to recordings by such classic comedians as Bill Cosby, Bob Newhart and Vaughn Meader on the family’s lone phonograph player. It was a high school speech in the fall of 1969 that led Belushi to the theater. “Oct. 15 was the first Vietnam moratorium march in Chicago, so the next day I came into class with a band on my arm, pretending to be a hippie, and yelled at them for not being there,” he explained. “My teacher gave me an ‘F’ because the speech wasn’t organized, but he loved my presence and power. He invited me to an audition for the school’s production of Chekhov’s ‘The Boor.’ “B.F. Johnson from COD’s Theater department attended all of the plays at the local schools, like a coach scouting for athletes. After one performance he approached me and said I should consider the College’s summer theater program.” Belushi followed Johnson’s advice and landed the part of Harry Brock in “Born Yesterday” (which in 2011 he played on Broadway to strong reviews). He participated in the summer theater program for two years before enrolling at COD. “I’m so grateful for the love and kindness I received there. I needed the attention they gave to me because I was a screwed up kid. (Assistant Professor of Performing Arts) Richard Holgate steered me away from the hooligan business and found purpose “In addition to teaching, he would go to various professors’ homes and redo the bathrooms or the roofs or whatever needed to be done, and I was his assistant. He only charged for materials, and when they asked how to repay him, he’d say, ‘Give Jimmy 50 bucks.’” Holgate said Belushi combined a good comic instinct with an affable nature. “Jim was extremely generous with his time and willingness to help others. I’m happy to say he hasn’t changed much,” Holgate said, noting the two still stay in touch. Belushi also served as a student representative on the College’s Board of Trustees and is proud that he helped get the parking lot paved. But his theater studies provided motivation and opportunity. “When I hit the stage at Southern Illinois University, I had so much experience that I was cast in the leads. If I had gone to SIU as a freshman, I never would have got my feet on the boards like I did at COD.” After graduating from SIU, Belushi successfully auditioned for Second City. Television, films and two years on “Saturday Night Live” followed, but his career truly took off after his role in the Apollo Theatre production of David Mamet’s “Sexual Perversity in Chicago” and the subsequent 1986 film version called “About Last Night.” He has appeared in more than 75 movies and spent eight years starring in the TV show “According to Jim.” Yet Belushi still maintains a strong connection to Chicago. He opened the Comedy Bar in the River North neighborhood, and in 2014 he returned to College of DuPage for two performances, one benefiting the COD Foundation. The College surprised him by renaming the former Mainstage the Belushi Performance Hall. “I loved it here and I still do. One of the reasons I’m doing the show at the MAC is to honor the gifts that I received from College of DuPage.” More about the Theater program

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Ussery hired as new principal at Carlisle High School 09:13 AM, Wednesday, April 17 2013 | 3601 views | 1 | 5 | | After his abrupt resignation as Russellville High School principal just over a month ago, Sammy Ussery has been hired as the principal of Carlisle High School.The Carlisle School Board approved Ussery’s hiring during its April 8 meeting, and his employment with Carlisle will take effect on July 1, when his current contract with the Russellville School District comes to an end.Ussery served as the RHS principal since last August before resigning in early March due to health concerns, but he feels that he will be in a better position this summer to resume his work.“Ulcers are a lifelong condition, but as far as the bacteria in my stomach, we’re maintaining control of that now,” he said Monday.When asked if he was feeling well enough to go back to work, Ussery replied, “If I wasn’t, I wouldn’t have taken the job.”With approximately 350 students enrolled, Carlisle High School is roughly a third of the size of Russellville High School.“It’s an excellent school system. It has good teachers, good administration, and it’s a small-school environment,” Ussery said.“It’s a brand new high school that’s just three years old with new facilities.” Ussery is excited about returning to work after what will be a three-month hiatus.“I’m excited to be back working. I think I need to work, and I love dealing with students and faculties,” he said.“The job basically is able to give me some peace of mind, knowing that I’ve got a good job that’s waiting on me and they’re happy to have me.” Copyright 2014 The Courier - Your Messenger for the River Valley. All rights reserved. RSD discusses new positions Dardanelle learns to comply with new state law Fire at Dollarway High School in Pine Bluff Dover considers communications position Stephen Leavell Dardanelle students earn $64,000 commentator956712 | Apparently the charade continues. Reply

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Back to all topics José Alves '12 José envisioned himself one day employed by one of the four major accounting firms in the U.S. - "the Big Four." So in the summer leading up to his senior year at Emmanuel, he decided to start the process and get his foot in the door. José was tireless in his research and preparation, learning about each of the firms and determining which would be the best fit for him. When he came across internship opportunities at KPMG, he connected with members of Emmanuel's Career Center, who helped to shape his résumé and prepare him for the interview process. In the end, all the hard work paid off. José was not only offered a spot in KPMG's highly competitive internship program during the spring of his senior year, he also landed a full-time job offer, which officially began this winter. "Before, I thought 'Wow, the Big Four, maybe someday I'll get there,'" said José. "For me to be there now shows the quality of an Emmanuel education." While a student, José delved into a challenging course load that included financial accounting, auditing and assurance services, and federal income taxes, all of which provided him with the background to excel at KPMG. Yet it was more than the classroom experience that prepared him for the Big Four. He credits the relationships he built and the skills he gained through ICD for one. "I was constantly there," he said of the Career Center. "The staff guides you and provides you with the resources. I learned a great deal from working with them." José also praises the connections he made with his professors, who realized what an amazing opportunity the internship was. They helped to ensure he could balance the workload of being a full-time student while working 40 hours a week for the firm, sometimes commuting to and from audit sites throughout the Greater Boston area. During his three-month internship, José worked on three different projects, working with a senior manager on the audit team. He says the experience was fast-paced and intense, with evaluations occurring on a weekly basis. Yet the experience also provided great insight into his future career. "It was wonderful," he said. "I gave it my best and it showed me a lot about where I'm going [professionally]." José says he is proud of the trail he has blazed for today's Emmanuel students and hopes to return to the College to recruit more students for KPMG's internship program. "If an Emmanuel student wants to go to the Big Four, they can get there," he said. "Emmanuel will provide you with the tools, you just have to put in the work." Explore all topics at Emmanuel College

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Search WWW Work, holidays, leisure, recreation, and the search for meaning in late modernity web posted December 1, 2008 This series of articles will be looking at some issues around work, holidays, leisure, and recreation in late modern societies – mostly focussing on the United States, Canada, and Western Europe. One should begin, first of all, by looking at holidays as they existed in earlier societies, and trying to distinguish between a few main types of holidays as they exist today. In the English language, the word "holiday" is derived from the word "holy day." In earlier European societies, traditional holidays were usually bound up with the Christian religion – or what could be considered a social-cultural-religious-political complex called "Christendom". Like with many other religious traditions on the planet, the Christian holidays (in addition to their explicitly religious provenance) were organically tied to nature and the rhythm of the seasons. Christmas represented the point when the Sun (the source of life) began to return -- with the days slowly growing longer after the nadir of the Winter Solstice. Easter, which fell in the spring, was obviously tied to the rebirth of nature after the winter. Like in many other religious traditions, the Christian holidays were either tied to mortification (Advent, Lent) or, of course, feasting and celebration (Christmas and Easter). Indeed, the term "feast-days" was used for major Christian holidays. There was also the regular "pause-day" of Sunday – when work was definitely frowned upon. Insofar as the Industrial Revolution tended to break down the organic, mostly agriculturally-based, rhythm of life set by the Christian calendar, Christianity has tended to wither, although it did bravely endeavor to take the fight to the cities, so to speak, as exemplified in the De Rerum Novarum encyclical of Pope Leo XIII. There are all sorts of interesting social, psychological, and health-related reasons for fasting, and prohibitions against certain types of foods. Obviously, the period of Lent fell in the period of scarcity of late Winter and early Spring – where there was often very little food available. The ban on red meat on Fridays encouraged the healthy consumption of fish. Most interestingly, the Polish Wigilia (Christmas Eve celebration) combines elements of restraint and exuberance – the ban on red meat, but of course, the hope of having a filling feast of, among other foods, fish. Wigilia has been a very special time for Poles, and it has been noted that, even in the direst of circumstances, such as in Soviet slave labor camps, Poles tried to somehow mark the holiday. With the arising of sharply-defined national communities in the wake of the Middle Ages, there arose a series of patriotic holidays, that marked momentous occasions in the life of a given nation. In Polish national life, these have come to include such holidays as May 3rd (commemorating the Constitution of 1791 – a brave attempt to reform the Polish state before the night of the long Partition period set in), and November 11th (commemorating Poland's regaining of national independence in 1918, after 123 years under Partition). Another aspect of holidays is that of joyful recreation, which sometimes moves into a "transgressive" edge. This can be seen in the Roman Saturnalia, the medieval Lords of Misrule, and the Carnival before Lent. Premodern societies were, of course, normally characterized by very severe strictures on behaviors, and multifarious levels of hierarchy. The brief, "carnival" type of period, was probably very important psychologically in making the other times of the year somewhat more bearable. A rather interesting holiday in the Irish tradition was Halloween, which later came to America and Canada. It cannot be denied that life in premodern periods was often far harsher than it is today. The amount of time available for so-called leisure and recreation in premodern societies – for the majority of the population, such as, for example, the poorer peasants – was usually nugatory. From one perspective, it could be argued that the amount of time available for leisure and recreation has vastly increased, especially in countries like America and Canada. Nevertheless, as in the case of many tendencies in this confusing and contradictory period of late modernity, one could perceive a "hypertrophy" in the advance of the amount of time available for leisure and recreation, as well as a massive withering of what is considered the meaning of a "holiday" today. One obvious point is that, with the decline of the sacred in Western societies, the august, sublime aspects of religious as well as national holidays have vastly diminished. At the same time, the advance of technology and commercialism has made a "24-7" trading mentality ever more prevalent and actually possible. The "market" seems to demand that commercial activities must go on without interruption. At the same time, there has occurred a massive commercialization of such holidays as Christmas, where it is expected that young children, for example, will receive computers, cell-phones, or MP3 players, as gifts. There is also a war in America and Canada being waged by the "politically-correct" against the use of traditional terms such as "Merry Christmas" -- which is supposedly "offensive" to non-Christians. The Afrocentrists in America invented in the 1960s a holiday called Kwanzaa, which is supposed to counteract the "whiteness" of Christmas. An example of a long-standing national holiday in the U.S. that has been virtually annihilated by "political correctness" is Columbus Day. So "holidays" – as they have been traditionally understood – are under multifarious assault. The "hypertrophy" of leisure and recreation mainly occurs – it could be argued -- as a result of the stupefaction of large portions of the American and Canadian population by a combination of factors which it is sometimes difficult to fully identify. There is the idiotic pop-culture, the failure of schools, libraries and other cultural institutions to nurture an appropriate "counter-ethic", and the valorization of the lowest sorts of tastes and needs as equally valid as those involving reflection, contemplation, and real human sympathy. The official unemployment rates in Canada and the United States (although some have argued that they are in fact somewhat underestimated) are usually about 7% and 5%, respectively. These are, after all, societies of great prosperity, where the presence of pockets of poverty is probably greatly exaggerated by the media. The economic situation for very many people in such places as Poland, Ukraine, or Russia, is clearly far drastically worse. It has been suggested that much of the most drastic poverty in Canada and the United States occurs as a result of severe mental afflictions (as Myron Magnet and E. Fuller Torrey, among others, have argued, about 50 percent of the homeless arise as a consequence of a poorly managed "de-institutionalization"). Poverty is also accentuated among persons with various character problems. A very unsentimental picture of the so-called underclass is seen in many of the writings of Theodore Dalrymple. Since the discourse of character and individual responsibility is rather attenuated in Canadian and American society today, this makes the path of self-improvement a rather difficult one to take. To be continued. Mark Wegierski is a Canadian writer and historical researcher. Send a link to this story

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Undergraduate ProgramsAccountingBusiness ManagementGlobal Business ManagementSmall Business ManagementSports Industry ManagementDigital Media & CommunicationCriminal JusticeComputer Security & Information AssuranceEnglishForensic Science/CSIHuman ServicesLiberal StudiesLiberal ArtsParalegal StudiesPolitical SciencePsychologyRehabilitation ServicesADP AdmissionGraduate ProgramsMinors & ConcentrationCourse ScheduleAcademic CalendarLibraryHonors ProgramStudy AbroadAcademic ServicesAcademic Policies & ProceduresCollege CatalogRequest for TranscriptIT Help Desk SupportInstitutional Research and AssessmentHilbert Reads ProgramHilbert Blueprint Newsline Hilbert Appoints Four New Board Members HAMBURG, N.Y. – James Domres, John Fago, Frederick Giese, and Jason Luna have been named to three-year terms on the Hilbert College Board of Trustees. James Domres is Senior Vice President/COO at DIGITS LLC, a Western New York-based digital forensics and cyber security firm, which he co-founded in 2006. During his 34-year law enforcement career, Domres held a wide range of investigative and supervisory assignments culminating as the Assistant Chief Investigator for the New York State Attorney General. He was a highly decorated member of law enforcement with his efforts being recognized in the United States Congressional Record. He was a leader and member of several State and Federal Task Forces, including the Joint Terrorism Task Force. He co-founded the Drug Interdiction Response Task Force to interrupt the narcotics pipeline from New York City to upstate New York. He co-founded the Western New York Regional Computer Forensic Lab and sat on its Executive Board for almost 10 years. He was also an adjunct at Hilbert, teaching Computer Investigations, Computer Security, and Computer Forensics. Domres earned his bachelor’s degree from Canisius College. He is also a graduate of the State University of New York at Buffalo School of Management Center for Entrepreneurial Leadership. John Fago is currently the Senior Director for Channel Marketing and Account Management at Ingram Micro North America. Under his leadership, the channel team manages the overall marketing efforts for SMB, Public Sector, and Healthcare including its associated partner communities (VentureTech Network, SMBAlliance, System ArchiTECHs, and Public Sector Elite). Prior to taking on his current role, Fago was Director of Sales and responsible for developing Ingram Micro’s strategy and sales operations for our solution provider market in the Midwest region. A 16-year veteran of Ingram Micro, he has consistently worked with the sales team to drive profitable growth. Fago has been honored with the Ingram Micro Award of Excellence, the VTN Partnership Award, President’s Club, and he is a graduate of the first Executive Leadership Academy with UC Irvine. He earned his bachelor’s degree from Canisius College. Frederick Giese is General Manager, NOCO Distribution, LLC a division of NOCO Energy, Corp. Giese is a member of the National Lubricant Distributors Advisory Council (NLDAC) and the Imperial Oil Branded Distributor Advisory Council. He is also a member of the Niagara Frontier Boy Scouts Executive Board. Giese earned his bachelor’s degree in economics and history from Allegheny College and his master of business administration from Canisius College. Jason Luna is an alumnus of Hilbert College and an attorney. He founded Jason C. Luna, PLLC, a personal injury firm, in 2005. His firm represents clients from Western New York to Manhattan and has achieved numerous multi-million dollar awards. Luna previously served as an Assistant District Attorney at the age of 25. Luna is an adjunct at Hilbert and has established the Jason C. Luna Endowment Scholarship. He was named Hilbert’s Man of the Year in 1996. He was a board member of the Valley Community Association and the Hilbert College Alumni Association. Luna earned his bachelor’s degree in criminal justice from Hilbert in 1996. He also is a graduate of SUNY Buffalo Law School.

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Historic Fort Hawkins The REAL Fort Hawkins Family Trees at the Fort!How to add your familyCastellow, Stephen Henry Halsted, JonathanHawkins, Benjamin Etched Crystal Ornament Bicentennial Marker Calendar2014 Events2013 Events2012 Events2011 Events 4th of July at the Fort ArchaeologyReport Car Show Pictures2010 Event 2009 Event2008 Event2007 Event2006 Event Friends of Fort Hawkins Benjamin HawkinsIn Crawford County, GA Master Plan* Introduction* Site Significance* Site Features * Site Arch. Research* Site Development* Site Recommendations* Conclusion* Appendices Fort Hawkins SchoolSchool families LINKSLAMAR InstituteFort Hawkins -- by WilcoxCivil War Heritage Trails We are extremely proud of the new Macon - Bibb County Seal and we would like to thank Mayor Robert A.B. Reichert and Fort Hawkins Commission Chairman Mike Cranford for their leadership in honoring Fort Hawkins on the new seal. We also thank the new Macon-Bibb Commissioners who voted unanimously 9-0 to adopt this handsome and historical official seal. Our own dedication and hard work in preserving and promoting the rich heritage of our shared Birthplace, Fort Hawkins, helped make this new history. Macon - Bibb County Seal ______________________________________________________________________________________________________________________________ Click on link below to see more Archaeology and Living History at Fort Hawkins: The REAL Fort Hawkins Adventure... PLEASE SIGN OUR GUESTBOOK (near bottom of page) All comments are appreciated. The REAL Fort Hawkins... birthplace of Macon, GA Fort Hawkins is located at Maynard St. & Emery Hwy in Macon, GA. (See map below.) Fort Hawkins was established in 1806 by President Thomas Jefferson and Indian Agent Col. Benjamin Hawkins as an official U.S. Army Fort and Indian Factory for trading and meeting with Native Americans. At the time, it was the western frontier and a wilderness. It overlooked the ancient Indian Mounds of the "Old Fields" held sacred by the Muskogee Creek Nation, the Ocmulgee River, the Lower Creek Pathway that became the Federal Road connecting Washington, D.C. to Mobile and New Orleans, and the future site of the city of Macon founded across the river seventeen years later. Map to Fort Hawkins: Maynard St at Emery Highway Macon GA USA Please sign our Guest Book View our Guest Book here Home - About Us - Calendar - Archaeology - Car Show Pictures - Friends of Fort Hawkins - Master Plan - Fort Hawkins School - LinksFort Hawkins Commission, Marty Willett, Press Officer & Project Coordinator PO Box 7344, Macon, GA 31209-7344478-742-3003 - [email protected] Created by Echo Halstead Burrell Copyright 2008 Updated February 14, 2014

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Emeritus Faculty Member Aaron Condon Dies The University of Mississippi School of Law mourns the loss of Aaron Condon, professor emeritus, who died January 1 from injuries sustained in a car accident. Condon, originally from Kosciusko, Miss., joined the law faculty as an assistant professor in 1966 after working in private practice. He taught Civil Procedure, Criminal Procedure, General Practice, Mississippi Circuit Court Practice, Mississippi Practice, Readings in Law and Torts during the tenure of his career. He retired from the faculty in 1989. Condon is remembered by colleague and friend John Bradley, professor at the University of Mississippi School of Law: “Aaron was classically educated and, with him, it took. His curiosity and intellect prompted him to continue to learn all his life. All who knew him remember these things about him and also his dry and interesting wit,” he said. “He brought all of this to his students (and colleagues) along with his years of experience as a lawyer and prosecutor.” Professor Condon was also a colonel of the U.S. Army and served as county attorney for Attala County, Miss. from 1960-66. He received his bachelor’s degree from the University of Alabama in 1950 and his juris doctorate from the University of Mississippi School of Law in 1952. “I am fortunate to have had him as a friend for more than 45 years,” Bradley said. “I am among the many who will miss him and who feel lucky to have come along the way he traveled.” He is survived by his wife of 61 years, Lillene Williams Condon of Oxford; daughter Carol Epes of Jensen Beach, Florida; daughter and son-in-law Catherine and Ron Hughes and granddaughters Alexis and Haley Hughes, all of Little Rock, Ark. A memorial service will be held Friday, January 4, 2013 at 11 a.m. at Oxford United Methodist Church in Oxford, followed by a reception at the church. Interment will be held at 3:00 p.m. on Monday, January 7, in the Columbarium of St. Mark’s Episcopal Church in Little Rock. Read or leave a remembrance of him on the law school’s Facebook page. Posted in: Alumni, Faculty, Home, Students, Uncategorized

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Title IV, Part A - Safe and Drug-Free Schools and Communities Program Divisions > Student, Family, and School Support > Student Services and Alternative Programs > Safe and Drug-Free Schools OVERVIEW The Safe and Drug-Free Schools and Communities Program is designed to prevent violence in and around schools; prevent the illegal use of alcohol, drugs, and tobacco by young people; and foster a safe and drug-free learning environment that supports academic achievement. Without a safe and orderly learning environment, teachers cannot teach and students cannot learn. Students and school personnel need a secure environment, free from the dangers and distractions of violence, drug use, and lack of discipline to enable all children achieve to their full potential. To provide funds to support programs that: 1. Prevent violence in and around schools; 2. Prevent the illegal use of alcohol, tobacco and drugs; 3. Involve parents and communities; and 4. Are coordinated with related federal, state, school and community efforts and resources to foster a safe and drug-free learning environment that promotes student academic achievement. Principles of Effectiveness To ensure that recipients use the funds in ways that preserve State and local flexibility but are most likely to reduce drug use and violence among youth, a recipient shall: 1. Base its programs on a thorough assessment of objective data about the drug and violence problems in the schools and communities served 2. With the assistance of a local or regional advisory council, establish a set of measurable goals and objectives and design its programs to meet those goals and objectives. 3. Design and implement its programs for youth based on research or evaluation that provides evidence that the programs used prevent or reduce drug use, violence, or disruptive behavior among youth. 4. Evaluate its programs periodically to assess its progress toward achieving its goals and objectives, and use its evaluation results to refine, improve, and strengthen its program, and to refine its goals and objectives as appropriate. Authorized Programs and Activities include Age appropriate and developmentally based violence and substance abuse prevention programs; Professional development and training for school personnel, parents and community members in drug and violence prevention; Expanded mental health services related to illegal drug use and violence: Conflict resolution and peer mediation programs; Alternative education programs; Counseling, mentoring, referral services and other student assistance practices and programs; Activities that involve families and community prevention providers in setting clear expectations against violence and illegal use of drugs; Emergency intervention services following traumatic crisis events; Establishing or implementing a system for transferring suspension and expulsion records; Developing and implementing character education programs; Establishing and maintaining a school safety hotline; Community service and service-learning projects; Conducting a national background check for all employees; Programs to train school personnel to identify warning signs of youth suicide; Programs for students faced with domestic violence or child abuse; and School security, including surveillance cameras and other technology, security personnel, and supporting safe zones of passage. 2007 Maryland Adolescent Survey Contact Information Pete Singleton, Specialist, Safe and Drug Free Schools Email: [email protected] SDFSCA Websites

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School Board Clarifies Bus Standards Posted on 02/25/2011 by Staff Writer SNOW HILL — Even with the Worcester County Board of Education in a perpetual budget crunch, members decided to impose strict standards upon themselves when it comes to replacing school buses. Prior to last week’s Board of Education meeting, the official policy was that all replacement buses purchased by the county would have to be “generally new.” However, Board members chose to make the language more concrete, defining a “generally new” bus as one with “no more than five years of previous service.” “I commend the Board for qualifying what ‘generally new’ means,” said Superintendent of Schools Dr. Jon Andes. “When it comes to the safety of our students, there is no room for ambiguity.” While a state exemption allows the Lower Eastern Shore, including Worcester, to run school buses an additional three years beyond the Maryland average, lengthening their effective lives from 12 years to 15, the Board has made it clear that it didn’t take that exemption as any kind of free pass. “When the extension was passed by the General Assembly about 10 years ago, our Board of Education opposed the Lower Shore exception,” Andes said. “Why should the definition of a ‘safe bus’ be different from one end of the state to the other? In Worcester County, we have a tradition of having higher standards, not lower.” Andes stated that the county would only take advantage of that exemption if the school board could be sure the bus was in perfect shape at the 12-year mark, which would mean several years’ worth of inspection records and accounts. “Our school buses undergo three safety inspections and a preventative inspection annually,” said Steve Price, supervisor of transportation. “When a bus transporting students for our school system reaches the 12-year mark, we have extensive inspection records on the bus, which enables the Superintendent of Schools to make an informed decision on whether or not the bus should qualify for three more years of service.” The new language will make it so that any replacement bus purchased will serve the majority of its standard 12-year career within Worcester County. Therefore, Andes and the Board will have all of the records and information they need to decide on whether or not a certain vehicle will be allowed to continue on past the 12-year mark.

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Mixed-Use Project Proposed For Large Site Adjacent To Schools Posted on 07/18/2013 by Staff Writer BERLIN — Years after an initial plan to develop Seahawk Road was abandoned, a new developer briefed the Worcester County Board of Education this week about a vision for the area. Rinnier Development Company (RDC) hopes to add both retail and residential facilities on Seahawk Road, directly adjacent to Stephen Decatur High and Middle Schools. Representing RDC, attorney Mark Cropper led his presentation by drawing a distinct line between what other developers had considered adding to Seahawk Road in the 2000s and what RDC looks to do. “I think one of the principle differences between the earlier proposal for this property and what’s being proposed now is that none of the earlier proposals were inclusive of a residential component. A large portion of this is residential in nature,” Cropper said. RDC Vice President Blair Rinnier told the board that his company has already purchased the 120 acres across from the two schools and is considering adding another nearby parcel. The plan RDC has is to find a few retailers who are willing to enter into a contract with them to add facilities on Seahawk Road. That would only be for the space closest to Route 50 and Seahawk Road, however, with the majority of the parcel RDC owns slated to be devoted to residential apartment units. Once fully realized, which Rinnier stressed could take 10 to 15 years, the RDC-owned property on Seahawk Road could have around 375,000 square feet of commercial space as well as up to 900 apartment units. While that level of development would represent a major shift from what exists in the area today, Rinnier told the school board that everything would be done in phases and that RDC has put careful thought in how to manage the growth. The developer would be installing a service road, Cropper added, which would serve to allow easy ingress and egress from the nearby schools. “We want to make it as easy as possible for students, parents, anybody accessing the school to utilize the service road, which is directly across from the parking lot,” he said. A service road would be a major improvement, according to Cropper, as anyone leaving or entering either school now has to make use of Seahawk Road, a situation that can result in heavy traffic during the school year at certain points of the day. “Really, what you’re doing in my opinion, it’s a relief valve that the schools don’t have right now,” said Cropper. “Right now, you are very limited on how your busses, your students, and your parents can exit the school.” Additionally, because new residential and commercial development will always increase traffic in an area, Cropper said that RDC will design their development in a way that will make it impossible for people to pile onto Flower Street to use it as a shortcut. “You cannot exit the property and turn left. Nor can you travel in a northerly direction on Seahawk and turn right,” he said. Traffic from the potential retail project shouldn’t mix with the school during the school year, either, noted Rinnier. The times when schools are busiest, early morning and mid-afternoon, aren’t typical rush hours. Any interference can be addressed as the development grows in increments, he promised. “There are some complementing traffic patterns there. This will be done in phases so anything that we find that is a concern, we can all go back to that conversation again and talk about how to best solve it,” said Rinnier. The Board of Education listened to the briefing quietly, contributing only a few comments. Board member Bob Hulburd admitted that “there’s potential” to the Seahawk Road site for development but noted that there doesn’t seem to be any plans for the installation of traffic control devices and that students often cross Seahawk Road. Assistant Superintendent for Administration Lou Taylor said that the addition of any service road would definitely be a positive. Board member Sara Thompson asked about the content of the retail that might be put on Seahawk Road, telling Cropper and Rinnier that she would not be in favor of seeing things like tattoo parlors installed. Rinnier furthered that, because they hope to develop residential apartments in the area as well as the fact that anything built will be across from two schools, RDC will be careful about the retail that it seeks into any agreement. Getting retailers to sign on will be the next step and could be a tough process. “Selling the Eastern Shore of Maryland is still a challenge,” said Rinnier. “[Retailers] are from Baltimore, they’re from Washington; they don’t know the demographics here. They look at our community, particularly here, as seasonal.” Still, he’s optimistic about finding one or two big retailers to come on board. Once a contract is in place, commercial development could be ready about 18 months later. Development on apartments could begin in about 12 to 18 months, with apartments probably available for rent somewhere in the 18- to 30-month range. The timetable is still loose, said Rinnier, and there are many steps left to go through like planning, zoning and potentially annexation into the town of Berlin. The development would be annexed into Berlin, Cropper told the board, so that the town’s utilities could be used. One of the major problems several years ago with earlier ideas for development, he said, was that Berlin “wasn’t ready” to handle the annexation of major retail or residential growth on Seahawk Road to that scale. Since then, the town has expanded its utilities, added a new stormwater utility and in general grown to the point where Cropper is confident an annexation would go well. “The timing, it was just premature back then … all these endeavors that were in process have come to fruition,” he said. Board of Education Vice President John Cook thanked Cropper and Rinnier for briefing the board on what RDC would like to do. He didn’t offer a positive or negative opinion on the presentation but did remind them that the board’s only concern is for the safety and well-being of the more than 2,000 students who attend the two schools on Seahawk Road.

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Bishop Burley and Pastor Linda Knowles: United, spiritual team Couple express purpose in their ministry with the word of truth Gigi Tinsley | 8/14/2014, 9 a.m. Bishop Burley and Pastor Linda Knowles The Breakthrough International Christian Center (BICC), 3790 NW 167th. is under the spiritual leadership of Bishop Burley and Pastor Linda Knowles. They said, “Our responsibilities are to first, “rightly divide the word of truth, and secondly, to help others tap into their purpose for being on this earth.” The Knowles are natives of Miami where Burley graduated from American Senior High and Linda from Miami Central Senior High School. They have been married for 29 years —Burley remembers so well, he said, because they were married the day before his birthday — and working in the ministry of Jesus Christ has helped to solidify and keep their marriage strong and family strong which includes Shantera and Burley, Jr. “There isn’t anything better than working at something you are passionate about with someone you are deeply in love with,” Knowles said. From the age of three, Linda attended church at the Apostolic Revival Center on 15th Ave. and N.W. 67th St. which was led by the dynamic Dr. Gilbert S. Smith. Burley started attending when he was 11 years old. In 1985 Dr. Smith ordained him as an elder in the church where he began serving as associate pastor in the Lively Stones for Jesus Ministry which was led by his mother Apostle Dr. Thelma Knowles. In 1992, he was ordained a bishop by by Apostle Knowles. After serving in the LSJ Ministry for 21 years he began the Breakthrough International Christian Center church in 2007. BICC is under the auspices of the Associate Independent Ministries (AIM) and the Apostolic Covering and Church Affiliation (ACCA). In addition to the Youth Outreach, One Flesh (marriage) Ministry, Men and Women Fellowship, and Evangelism Intercessory Ministries, BICC also has the N.O.G. (Nothing Over God), under the direction of Youth Minister Nicolas Daniels. Sister Beondra Cooper is director of the Dance Ministry. This Friday culminates the church’s Summer Camp Program. The theme was Educational Enrichment. Beginning this school term, BICC will initiate a Before and After Care Program that will allow parents to bring children to the Center from 6-8:30 a.m., before school and from 2-6 p.m. after school is out. In addition to serving in the ministry, Bishop Knowles worked as a corrections officer for Miami-Dade County for 29 years. Pastor and Bishop Knowles invite the public to visit Breakthrough International Christian Center at anytime and experience the life changing presence of God in a loving, Christian, family, environment. Committed to being a servant of true God Pastor of the Week Harvest Reapers Int’l school hosts open house Featured Videos

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Massive Open Online Courses (MOOCs) allow students to take college-level courses entirely over the Internet. Image: Patrick Mansell Probing Question: Are MOOCs here to stay?By Melissa Beattie-MossJune 18, 2013 Probing Question: Are MOOCs here to stay? In higher education, 2013 may be remembered as the year of the MOOC. For those playing catch-up, MOOCs, or Massive Open Online Courses, are college-level classes taught entirely over the Internet. Like students in brick-and-mortar classrooms, students enrolled in MOOCs take notes and tests and participate in discussions. Unlike traditional courses -- or even typical online courses -- MOOCs are usually free, draw hundreds or even thousands of students, and are run with minimal direct contact with teachers, with an emphasis instead on brief and (presumably) engaging video presentations.Colleges and universities are scrambling to get onboard the MOOC train -- hundreds now offer some form of Web-based curriculum -- while at the same time debating what the trend means for the future of higher education. Is MOOC-mania justified and are MOOCs here to stay? "We know a lot about teaching small classes and even large lecture classes," Penn State Associate Professor of English Stuart Selber said. "And we know a lot about creating online courses for the scales we're used to. But the 'massive' part of MOOCs is a new frontier for higher education. We know very little, if anything, about teaching and learning in a context involving tens of thousands of students." Selber directs Digital Education in English, teaches courses in computers and composition and oversees English grad students participating in the University's "Teaching with Technology" certificate program. There are about 450 MOOCs currently available worldwide, he explained, and students can take classes on an array of topics, such as "Understanding Einstein," offered by high-profile consortiums such as Stanford's Coursera (Penn State already has five course offerings through the Coursera network), or "The Ancient Greek Hero," offered by EdX, run by MIT and Harvard. Computer or peer-graded quizzes are the norm, and the honor code is in place regarding cheating. The disadvantages? Perhaps the most glaring ones are the lack of accreditation -- although that's starting to change, Selber noted -- and the loss of a customized learning environment and teacher-student interaction. The chief advantages are self-paced learning and convenience, and the tuition price-tag (zero dollars and zero cents) is pretty appealing to many students, too."MOOCs may not be free forever, at least not all of them," Selber cautioned. "People are trying to figure out business models that can support their design and delivery. They're an expensive proposition if approached seriously." The hope of their proponents is that MOOCs will democratize education, he added. "The dream is that this approach will open up learning opportunities to both traditional and non-traditional students, increasing access to the best and brightest teachers in higher education, and reducing the costs of higher education. But it's too soon to know what the effects of MOOCs might really end up being." As Selber pointed out, technology is only one component of learning contexts. "All on its own, technology is unlikely to bring about dramatic cultural change," he said. "There must also be social and political alignment. Right now, MOOCs are aligning with concerns over the high costs of higher education. That's giving them traction." There's no denying that MOOCs were born during a "perfect storm" of economic recession, climbing tuition rates, and widespread Internet access. But its advocates are quick to add that this is an idea whose time has come, even without the recession. Does the research bear that out? "Well, I've heard people reference 'the MOOC literature,' but that doesn't really exist yet," said Selber. "There are lots of experiments going on out there and anecdotal evidence is starting to emerge, and that's certainly a good start. I'm looking forward to getting past all of the hype -- the hype has been epic -- and learning from evidence-based accounts of MOOC activity from thoughtful teacher-researchers." Some of the needed research, Selber added, is about dialogue. "Learning has a social component and dialogue is important. How will MOOCs impact that? Do online discussions really work in education?" Dialogue, he said, is "an essential part of any learning setting, online or off, massive or not. What happens in a course when there's the potential for 50,000 students to join a conversation? And how should the MOOC teacher treat that conversation, a conversation she can't possibly follow closely? These are examples of the open questions researchers need to study." It's possible, Selber noted, that we're going to need to think in other ways about the role of dialogue in an academic course. "If MOOCs encourage us to revisit taken-for-granted assumptions, that would be very positive indeed." Although the future of MOOCs is uncertain, Selber said, what we can expect to see is the development of multiple types of MOOCs. "That is, these courses won't end up being just one thing. Some will be free, others will charge. Some will offer credit (in various forms); others will provide relatively little feedback and assessment. Some will serve traditional students; others will focus on working professionals or on those interested in enrichment. The types that emerge at any particular school will be a function of larger social, political, and economic contexts." The bottom line, according to Selber, is we should curtail the hysteria about MOOCs destroying or saving the American college campus. And if you have trouble thinking rationally about it, you could always turn to the Duke MOOC, "A Beginner's Guide to Irrational Behavior." Stuart Selber is an associate professor of English and an affiliate associate professor of information sciences and technology at Penn State, where he is director of Digital Education in English and a Faculty Fellow in Education Technology Services. He also directs the Penn State Digital English Studio. He can be reached at [email protected]. Contacts: Melissa [email protected] Phone: 814-865-9481http://www.rps.psu.edu Last Updated June 25, 2013 Share this story submit to redditLinkedInSubmit this story to StumbleUponPin this story on PinterestShare on TumblrEmail this articlePrint this article Image: Courtesy Stuart SelberStuart Selber. Related ContentPenn State shows impressive early enrollment for MOOC coursesCollege of Arts and Architecture offers Introduction to Art through CourseraPenn State open online course 'infects' learners, causing a 'virtual pandemic'Penn State joins MOOC movement to offer free online coursesA Q&A on the launch of Penn State's first MOOCTopicsScience and TechnologySociety and CultureTagsMOOC, Probing Question, Stuart Selber News for:

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Toxicology students to receive assistance from new scholarshipApril 30, 2014 Toxicology students to receive assistance from new scholarship UNIVERSITY PARK, Pa. -- A Penn State alumnus has established a new scholarship that will benefit students in the College of Agricultural Sciences with demonstrated financial need. Kenton Rexford, of Pittsburgh, provided a $50,000 gift to create the Camille DeClementi Trustee Scholarship. First preference for funds will go to students majoring in Toxicology. The Trustee Matching Scholarship Program maximizes the impact of private giving while directing funds to students as quickly as possible, meeting the urgent need for scholarship support. For Trustee Scholarships created through the end of For the Future: The Campaign for Penn State Students on June 30, 2014, Penn State will provide an annual 10 percent match of the total pledge or gift. This level is an increase from the program's original match of 5 percent, and it is available only for new endowments of $50,000 or more. The University match, which is approximately double the endowment's annual spendable income, continues in perpetuity, multiplying the support available for students with financial need. Rexford established the endowment in honor of Camille DeClementi, senior director of medical records for the American Society for the Prevention of Cruelty to Animals. She formerly was senior director of animal health services at the ASPCA's Animal Poison Control Center. Prior to joining the ASPCA, DeClementi practiced emergency and general medicine in Pittsburgh and Tennessee. A graduate of Lebanon Valley College and the University of Pennsylvania School of Veterinary Medicine, she is a board-certified diplomate of the American Board of Veterinary Toxicology and the American Board of Toxicology. "Drs. Rexford and DeClementi have been staunch friends and supporters of the department," said Mary Kennett, head of the college's Department of Veterinary and Biomedical Sciences. "They have given generously of their time, interacted with our students and given talks at student events. "They also have given freely of their resources to support scholarships, and we are extremely thankful for this new scholarship that will support our Toxicology students," she said. Rexford graduated from the College of Agricultural Sciences in 1990 with a degree in Animal Bioscience before receiving his veterinary degree from the University of Pennsylvania. He is a partner at Pittsburgh Veterinary Specialty and Emergency Center and immediate past president of the Pennsylvania Veterinary Medical Association. In 2009, Rexford also created the Kenton D. Rexford Honors Scholarship in the College of Agricultural Sciences. That scholarship benefits students in the college who also are enrolled in the Schreyer Honors College, with first preference given to Veterinary and Biomedical Sciences majors. In addition, he has endowed two scholarships at the University of Pennsylvania. Rexford's gift will help the College of Agricultural Sciences to achieve the goals of For the Future: The Campaign for Penn State Students. This University-wide effort is directed toward a shared vision of Penn State as the most comprehensive, student-centered research university in America. The University is engaging Penn State's alumni and friends as partners in achieving six key objectives: ensuring student access and opportunity, enhancing honors education, enriching the student experience, building faculty strength and capacity, fostering discovery and creativity, and sustaining the University's tradition of quality. The campaign's top priority is keeping a Penn State degree affordable for students and families. Contacts: Chuck [email protected] Phone: 814-863-2713Twitter Handle: @agsciencesCollege of Agricultural Sciences Last Updated May 01, 2014 Share this story submit to redditLinkedInSubmit this story to StumbleUponPin this story on PinterestShare on TumblrEmail this articlePrint this article Related ContentImmunology and infectious disease students receive scholarship supportStudent Stories: Immunology major interns with the stateStudent Stories: Junior twirls toxicology studies, majorette duties TopicsAcademicsAdministrationGivingTagsDepartment of Veterinary and Biomedical Sciences, Philanthropy, toxicologyAudienceAlumniBusiness and IndustryFaculty and StaffStudentsCollegeAgricultural Sciences News for:

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HOME > MEMBERSHIP > MEMBER PROFILESFeatured Member Profiles RADIO SHINE 90.9 FM Grown from tiny roots to the most powerful Christian radio station in Arizona, Radio Shine sends a message of hope across the state. RANCH HOPE Ranch Hope has served at-risk youth and their families for over 46 years. The Ranch was founded in 1964 by the Rev. David L. Bailey, Sr., an ordained United Methodist minister, and his wife, Eileen. Over 14,000 children and their families have been served through the organizations programs. REFRAME MEDIA ReFrame Media, as the English-language ministry of Back to God Ministries Int’l, has been a leader in media ministry for over 70 years. RON HUTCHCRAFT MINISTRIES Ron Hutchcraft Ministries (RHM) is committed to communicating the Gospel of Jesus Christ to the lost in their language and to motivating and equipping believers to communicate Christ to the lost in their world. Through creative and innovative approaches to "spiritual rescue," the RHM team seeks to reach "hard-to-reach hearts" with the Gospel—through media, the internet, radio broadcasts, and face-to-face events. RUSSIAN CHRISTIAN RADIO CENTER Russian Christian Radio Center (RCRC) was established in January of 2002 in order to work with American churches and individuals wishing to support our radio ministry in Russia, called "Radio Center, Moscow." This christian radio station is on the air since 1992. SHAREMEDIA SERVICES ShareMedia has set the standard for radio broadcast fundraising because of their unmatched coaching, hosting and production expertise. Plus, by creating effective partnerships between radio stations and leading ministries, ShareMedia helps engage listeners throughout the year with opportunities for involvement. SOMEBODY CARES Somebody Cares America/International equips, encourages and empowers Christians to advance the Gospel of Jesus Christ and build God’s kingdom through unified evangelism, compassion and prayer initiatives. SON BROADCASTING The mission of Son is to encourage people throughout New Mexico’s communities to love the God of Abraham, Isaac, and Jacob with their whole heart, soul, and might by bringing them to the saving knowledge of Jesus Christ through excellence in Christian media. TCVMEDIA.COM TCVmedia.com is a professional full-service Internet and branding firm that specializes in website design and application, marketing, advertising, and consulting services. TEEN CHALLENGE USA Teen Challenge has helped thousands of men and women find freedom from their drug and alcohol addiction. Teen Challenge now has over 1,000 centers in over 80 countries around the world. Daily, Teen Challenge staff are reaching out to drug addicts, alcoholics, runaways – from the elderly to mothers with children to hurting youth – who come from every socioeconomic background. Teen Challenge in the USA currently has 196 residential centers with the capacity for over 7,000 students. THE HIBBARD GROUP The Hibbard Group, LLC is a full service media agency formed in March 2009. With offices located in the Philadelphia suburbs of Mount Laurel, NJ, the company specializes in strategic media planning and buying, syndication, consultation, representation, direct response marketing, campaign management, and production services. THE SALVATION ARMY The Salvation Army has been actively serving in the United States for 130 years with the mission of preaching the gospel of Jesus Christ and meeting human needs in His name without discrimination. It is an evangelical part of the universal Christian Church, faithfully proclaiming the message of the Bible and motivated in its ministry by the love of God. THE SOUND OF LIFE Spanning much of eastern New York and parts of 5 other states and a potential of 1.5 million people, The Sound of Life Radio Network is reaching into the homes and lives of people to bring the hope of the Gospel to them every day. THE STEELE AGENCY The Ed Steele Agency was the lifework of broadcasting pioneer Ed Steele. The Steele Agency, with a heritage in Christian Broadcasting that goes back more than 50 years, continues in His service. Taking up his father’s calling, Nathan Steele returns to Christian broadcasting with a particular interest in Bible teaching ministries to help Christians grow in their faith and sharing the Gospel of salvation. THE TIDE For 65 years The Tide radio programs have been changing lives by telling people about Jesus in the language they were born to speak. Founded in 1946 as the Gospel Tide Broadcasting Association, The Tide ministry has transitioned from a domestic radio program to a versatile multi-national outreach focusing on least reached regions of the world. THERE'S HOPE MINISTRIES There’s Hope Ministries, located in metropolitan Atlanta, with founder and president Dr. Richard Lee, is comprised of four ministries, each with their own mission and purpose. « Previous1234567Next » HOMEABOUTADVOCACYEVENTSMEMBERSHIPAWARDSCAREER - CLASSIFIEDSINTERCOLLEGIATEJOIN NRBMEMBER ALERTSMEMBER BENEFITSMembers DirectoryMEMBERSHIP FAQsOVERVIEWPRESIDENT'S COUNCILNEWSROOMRESOURCES

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SDASM.010 > San Diego Air and Space Museum Library and Archives ∞ http://www.oac.cdlib.org/findaid/ark:/13030/kt896nf8w7 The Personal Collection of Maj. George E.A. Hallett Contact San Diego Air and Space Museum Library and Archives This collection contains personal material relating to the career of Maj. George Hallett. Hallett was an engineer who worked with Glenn Curtis on early airplanes in San Diego. He was in the Army Air Service during World War I. After the war he worked in the General Motors Research Lab and later as a consultant for Consolidated Aircraft. George Eustace Amyot Hallett, an aviation pioneer, aircraft engine developer, and inventor, devoted the major part of his adult life to aviation. He was born in England on May 9, 1890. His parents came to America when he was six months old, locating in San Diego, California. After finishing school, he worked as an apprentice for the Baker Machine Company in San Diego, specializing in the maintenance and repair of boat and automobile engines, while also taking a home study course in engineering. 2 manuscript boxes Some copyright may be reserved. Consult with the library director for more information. The collection is open to researchers by appointment. Conditions Governing Use note

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The University of Sydney - Sydney Democracy Network Sydney Democracy Network School of Social and Political Sciences Postgraduate Information By Elaine Pearson, Wendy Bacon, Gemma Pitcher, Jeremy Donovan, Stephanie Hankey and Marek Tuszynski Photography And Democracy To view all the spotlights you must have JavaScript enabled Sydney Democracy Network Based at the University of Sydney, SDN is a new initiative preoccupied with the new, exciting and dangerous political trends of our times. The researchers, lecturers, activists, journalists and policy makers associated with SDN come from different walks of life and have a diverse range of interests, but they all see themselves as concerned citizens sharing the same goal: to rethink, strengthen and transform the ideals and practices of democracy. Guided by a strong sense of context and history, they see democracy as both a form of government and a way of life committed to greater equality and the practical refusal of publicly unaccountable power. SDN supports enquiries into a rich variety of subjects, including networked politics, online mobilisation and the future of journalism in a media-saturated world; global public disaffection with representative government; political ethics; surveillance technologies; the gendering of politics; democratic deficits within cross-border governing institutions; and environmental movements, corporate power and the fate of our biosphere Read more... Faculty research opportunities in Berlin The Faculty of Arts and Social Sciences, through the Sydney Democracy Network, has an exchange agreement with Germany’s leading social science research institute, the WZB Berlin Social Sciences Centre. The $5,000 staff and doctoral student research exchanges are open to applicants in any field of the social sciences. Applications for 2015 are now open. © 2002-14 The University of Sydney. Last updated: 05 December 2014 ABN: 15 211 513 464. CRICOS number: 00026A. Phone: +61 2 9351 2222. Authorised by: Dean, Faculty of Arts and Social Sciences. Contact the University | Disclaimer | Privacy | Accessibility SSPS

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« Brainicize: The Situational Malleability of our Brains (Young) Minds Over Body » The Situation of Happiness In May, the American Psychological Society (APS) held their annual conference (drawing 3000 psychologists to D.C.) at which numerous prominent social psychologists gave presentations. The latest issue of Observer, the APS magazine, contains articles summarizing a few of those presentations. This is the second in a series of posts (for the first post, click here) by the Situationist excerpting and supplementing those articles. Below you will find excerpts of Eric Wargo’s excellent summary of Dan Gilbert’s presentation on happiness. * * * APS Fellow and Charter Member Daniel Gilbert, director of the Hedonic Psychology Laboratory at Harvard University and author of last year’s bestseller, Stumbling on Happiness (2006), managed not only to enlighten a packed audience of psychologists and their loved ones but also, with his great wit, made the crowd, well, happy. For most of human history, Gilbert said, happiness wasn’t much of a secret — everybody knew that happiness is just “what happens when you get what you want.” Getting what you wanted seldom happened back in the day, when people’s lives were nasty, brutish, and short. So people pretty much lived in a world of perpetual wanting. In modern society, our basic needs are much more easily attainable — yet, as Gilbert pointed out, we still live in a world of want. What’s wrong? Gilbert, an expert in the study of affective forecasting — how people predict their emotional reactions to future events — says the problem has to do with how we aim at happiness. “We might not be aiming very well,” he said. Multiplying the odds of an outcome by how much you’ll value it sounds like basic math, not rocket science. So economists scratch their heads when people don’t actually follow this easy formula in making decisions, and instead make choices that often lead them to further unhappiness. Why do people fail to act rationally when it comes to their happiness? One would easily imagine that . . . it is . . . [in calculating] the odds you will get what you want . . . that trips people up. But according to Gilbert, “what’s really hard, in gambling and in life, is to figure out how much you’re going to like it if you get exactly what you’re aiming for” — in other words, affective forecasting. One of the best ways to study how bad people are at doing such forecasting is to watch what makes them pull out their wallets. “Money is nothing more or less than a happiness storage device,” Gilbert explained. “It’s a great tool for finding out how much people think they’re going to value things in the future.” He showed a slide of a DVD marked down to $14.99 from $19.99. You could almost sense the audience reaching for their back pockets. “These are the most magic words in marketing,” Gilbert said: “Price Cut.” When it seems like its price has changed in a favorable way, it raises the value of that DVD: “That change in price is a delight, and I’m gonna buy it.” Economists say that what smart decision makers should do, before any purchase, is ask what else they can do with that same amount of money — in other words, compare with the possible. What psychologists like Gilbert have found, though, is that because it’s so hard to compare with the possible, we compare with the past instead. “This can get us in all sorts of trouble.” Why do we compare with the past and not with the possible? “The human brain is, at every level, a change detector,” Gilbert explained. Change, not stable qualities, is what the senses are attuned to. Eyes don’t see objects, for instance, but changes in objects, so they constantly jiggle in order to keep the visual world in motion. Or take smell: That smelly guy on the subway doesn’t smell himself, Gilbert explained, because “three weeks ago he ripened to perfection; his smell isn’t changing so he can’t detect it.” It’s the same way when evaluating the value of things like DVDs or cars or jobs — the brain looks for comparisons. One of the things that gets people in trouble with this approach is that our bases of comparison often shift. Gilbert asked the audience to imagine the following scenario: On the way to the theater to see your favorite play, you have two $100 bills in your wallet, but you lose one of them on the way. The theater ticket costs $100. Would you spend your remaining bill on the theater ticket? Most people say they would. But alter the terms slightly: You have already purchased your $100 ticket; you are on the way to the theater with just $100 in your pocket, as well as your ticket, but you lose the ticket. Would you then spend your remaining $100 on another ticket? Most people say they would not. An economist would say that both situations are equivalent, and thus shouldn’t produce different actions. Yet people do feel differently about these two scenarios. In the second scenario, it feels like the price of the ticket has gone up — doubled. And just as people love to feel like they’re paying less for something than they might have, they hate to feel like they’re paying more for something than they should have. Shifting comparisons leads to major errors when predicting how much we will like something when we get it, however. You’ll Get Nothing, and You’ll Like It Gilbert described a study done by himself, Carey Morewedge, Kristian Myrseth, and [Situationist Contributor] Tim Wilson, in which student participants sat down with a bag of potato chips and estimated how much they thought they’d like the snack. The participants then ate the chips and rated how much they actually did like them. It seems straightforward, but for a little detail: Some students made their judgments in a room that also contained other appetizing foods like a chocolate bar (“A Snicker’s bar is far and away the best thing you can put in your mouth without asking permission if you are under 22 years old,” Gilbert noted); other students performed the task in a room that contained less appetizing items like sardines and a can of Spam. Although students were not told to consider the other items in the room, these implicit comparisons had a big effect on their predictions. Those in the “Spam room” predicted liking the chips much more than did those in the “chocolate room.” But crucially, the other foods present had no effect on participants’ judgment of the actual experience of eating the chips. “We use different rulers for experiencing and prediction,” Gilbert explained. Shifting comparisons causes us to routinely “misimagine our futures,” Gilbert said. Which is why we shouldn’t let things like discounts factor into our decisions — whether it comes to DVDs or major purchases like cars. . . . This is true, even when it comes to major life turnarounds. Gilbert cited a study comparing the happiness of paraplegics with that of lottery winners. One year after the accident or lottery win, respectively, the two groups were about equally happy. “When you imagine these things you’re comparing to your present state. But that’s not what you do when it becomes your present state.” For the same reason, things like career advancement (e.g., achieving tenure) actually have a negligible impact on happiness even if, beforehand, our happiness seems like it will completely hinge on them. The Kids Aren’t Alright So can psychological science provide any kind of roadmap for attaining happiness? To answer this small question, Gilbert showed a slide of his mother, who had advised him that, to be happy in life, he should get married, earn a decent amount of money, and have children — a standard triumvirate when many people imagine what will make them contented. Gilbert said that the science shows his mom to be only partially right (at this point, one could hear the anxious mooing of sacred cows being led to slaughter). “What she was really right about was marriage,” Gilbert said. Studies have shown that people who are married are happier than people who are unmarried or cohabiting, suggesting there is a “marriage advantage” when it comes to life satisfaction. Mom’s second requirement, a good paycheck, is known to be much less important. Research shows that money has diminishing marginal utility: “Anybody who says money can’t buy happiness has never met someone who lives in a cardboard box under a bridge,” Gilbert said. “But anybody who tells you money buys happiness has never met a very very rich person.” Money makes a big difference when it moves you out of poverty and into the middle class, he explained, but it makes very little difference after that. But the biggest blow science dealt to Gilbert’s mother, and received wisdom, is when it comes to kids. Children have a negative overall effect on happiness. “The more children you have, the less likely you are to say you are satisfied with your life,” Gilbert said. Studies that monitored how much satisfaction people got from their everyday activities showed that women were less happy when interacting with their children than when doing almost any other activity. The pleasure of being with their children was actually comparable to that of doing housework. “Contrary to what the popular press tells us,” he said, “the most common symptom of empty-nest syndrome is smiling.” Why, then, are children regarded as one of life’s greatest rewards? “We believe we get more pleasure from the things for which we pay the most,” Gilbert explained. . . . “When people sacrifice, when people hurt, when people pay, they come to value things more. … One of the conclusions we draw from how much we do for our children is that they must be tremendous sources of happiness.” Gilbert — himself a father — likened raising children to a no-hitter in baseball, in which your favorite team finally hits a game-winning home run at the bottom of the ninth. The long, event-free innings are incredibly dull to endure, but the game will be remembered as a great experience afterward because of that one punctuating moment of delight. “That’s how memory works: One of its funny foibles is that it remembers things that are extraordinary or unusual.” This is the “illusion” that can cause parenthood to seem so rewarding when, after an exhausting day of tedium taking care of a child, the child finally beams up at you and says “I love you, Daddy.” The Principle of Shifting Comparisons Anticipating the protests of the mothers in the audience who would corner him after the talk and insist that their children are the best thing in their lives (it was the “Bring the Family Address,” after all), Gilbert again invoked the principle of shifting comparisons: Children are the best thing in a parent’s life, he agreed, “but only because they tend to get rid of every source of joy we had before they came along.” When it comes to shooting for happiness, our intuitions . . . often aim us the wrong way . . . . This is nobody’s fault but the rapid pace of history. “This device [the brain] was created for an environment that it no longer knows how to navigate.” Gilbert noted that psychological science has a unique role to play — namely, “telling us that our intuitions can be wrong,” and counseling discipline and rational thinking in its place. “If our species has any hope of walking sure-footedly into a future, it is going to be because we have begun to understand what makes us stumble.” To read the entirety of Eric Wargo’s article, click here. Dan Gilbert’s research has been discussed quite a bit on The Situationist; for a sample, go to “The Unlucky Irish: Celtic Fans and Affective Forecasting,” “The Heat Is On” (including a terrific exchange between David Friedman and Dan Gilbert), and “Think You’ve Got Magical Powers.” For a sample of Situationist posts on happiness, go to “Crazy Little Thing Called Love,” “Alone Together – The Communter’s Situation,” and “The Economist Flirts with Situationism.” Finally, to a veiw an superb 20-minute presentation by Dan Gilbert (from 2005), click on the youtube video below. This entry was posted on August 23, 2007 at 12:01 am and is filed under Choice Myth, Emotions, Life, Marketing, Social Psychology. 6 Responses to “The Situation of Happiness” eric said August 23, 2007 at 8:46 am It is interesting to contemplate the relationship between Gilbert’s finding about the negative correlation between number of kids and parental happiness, and the data on differences (or lack thereof) between only children and children with siblings. The Small 'Stute Fish said August 23, 2007 at 3:21 pm Of course, I’d have to see Gilbert’s methodology on this one, but I read about this on his blog a while back, and I really have to wonder at the assertions he’s making about children and happiness. I think his measure of happiness is off; he’s measuring in-the-moment satisfaction rather than overall reported life satisfaction, and something that does not provide one can provide the other. For example, the minutiae of my job do not make me happy, most of the time, but the overall result of a job well done and the structure it lends to my life do. It also seems from this article that he’s measuring WOMEN’S happiness in relation to children, not men’s. There’s a simpler explanation for that – what if sexism and its effects on parenting roles is what makes women unhappy? I think my partner enjoys his time with our son in part because I buy our son’s clothes, wash his clothes, make his lunch, make his dinner, take care of all the doctor’s appointments, do most of the daycare pick up and dropoff, do most of the diapering, stock the diaper basket/bag, dress him, grocery shop to make sure we have food for him, do most of the childcare, research preschools, stay home with him when he’s sick, make sure his shoes fit, take him on trips, pick up his play area, wash his dishes, etc. etc. etc., in addition to working full-time myself. A lot of my time spent with my son ends up being multitasking, transportation, or mealtime/diapers, and I’m not at all unusual in this. It’s not my son making me unhappy, it’s everything else I have to do and how tired I get and how little time I have to myself! Most women I know end up doing even more of the “work” part of childcare than I do, and mothers who stay home do almost all of it, without the variety, stimulation, and adult interaction that a job outside the home provides. I hate to say this, but my immediate reaction was, “Only a man would decide it was the kid’s fault without thinking about ingrained power imbalances!” You want a situation? Let’s talk about the situation of ingrained gender roles and systemic power imbalances. Doug S. said August 26, 2007 at 12:12 pm For most of human history, Gilbert said, happiness wasn’t much of a secret — everybody knew that happiness is just “what happens when you get what you want.” Buddhists would disagree, and Buddhism is a very old philosophy. Can Emotional Intelligence be Taught? « The Situationist said September 9, 2007 at 12:05 am […] The Situation of Happiness […] Don’t Worry, But Don’t Be Happy, Either? « The Situationist said October 20, 2007 at 12:05 am […] 20th, 2007 We have examined the topic of happiness on multiple occasions, including in “The Situation of Happiness” and most recently in “Situating Emotions.” In addition, Situationist friend Dan […] May 29, 2008 at 2:04 pm I recently spotted a young chemistry professor (I know this isn’t the humanities department, but stay with me) walking down the corridor carrying an infant. His life doesn’t appear to be on hold. Or he could not have kids and his life would still have its share of headaches. Parents may not be “unhappy” so much as they are not engaged, since, after all, starting at 5, or too often at 4, the state begins to act in loco parentis. You don’t raise your kids, a certified stranger does. You don’t raise your kids, mass schooling does. The first thing kids learn in school is to seek out and have contempt for weakness in others. Their growth is headed off at the pass by busy work. By the time they’re teens they’re childish adults, trained in cruelty and rudeness and boredom, and after spending their natural childhoods inside a building somewhere, their parents ask, “why are my teens like strangers!?” What are parents? People who keep kids in their house in the evening and over night, who must work to feed them and must sign report cards. The state is to take care of the rest. It’s not really your job to think about what it means to be a parent, to be competent, responsible… just park them in front of the tv – it’s not your job to know what’s good for them (beyond getting them xmas presents), that’s the job of a certified school person. Just saying – the situation is more complicated than what is presented in this article…

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Apply Now Diversity Center University of Illinois Springfield UIS Homepage Links Students Overview Justin Previously known as Sangamon State University, the University of Illinois at Springfield acquired a reputation for providing personalized, top quality education for a public university price tag. The newest campus of the University of Illinois family emphasizes public affairs instruction, research, and service. Located in the capital city of Illinois, University of Illinois at Springfield is closely allied with state government through a working relationship with legislative and administrative offices. Politics at all levels and in all forms can be studied in Springfield! The campus is located on the southeast side of Springfield, Illinois, near Interstate 55. It is approximately 200 miles southwest of Chicago and 100 miles northeast of St. Louis. Springfield, rich in Midwestern charm and historic tradition, offers a variety of activities…students enjoy theaters, 30 public parks, eight public golf courses, and water sports on Lake Springfield. Mr. Lincoln’s hometown, population about 105,000, also boasts a wildlife sanctuary, zoo, memorial gardens, botanical gardens, and the world’s largest carillon. Shopping enthusiasts come from all over the area to central Illinois’ largest enclosed shopping facility, White Oaks Mall, and to the specialty shops in Springfield’s downtown historic district. Regular bus service is provided from the UIS campus to the mall, downtown area, and to other points around the city. UIS Connection What’s Happening @ UIS Where Students are First and Leadership is Lived http://uisconnection.uis.edu Diversity Center Go! About Events Programs Resources Students Advising Commencement Community New and Incoming Students News Organizations Student Advisory Committee Students Corner Worship Contact Site Map Calendars Leadership lived

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Week of September 9, 2013 U-M to receive $200M from developer Stephen M. Ross By Laura LessnauNews ServiceLargest single donation in U-M history puts Ross’ lifetime giving at more than $313 million; athletic campus to be named Stephen M. Ross Athletic Campus Real estate developer and alumnus Stephen M. Ross will give $200 million to U-M to significantly transform the student experience at the business school and athletic campus. Ross’ gift is the largest single donation in U-M history and makes him the biggest donor to his alma mater, with lifetime giving of more than $313 million. The Stephen M. Ross School of Business and U-M Athletics each will receive $100 million. Ross School of Business Dean Alison Davis-Blake, Stephen M. Ross, President Mary Sue Coleman and Athletic Director Dave Brandon talk at the event announcing Ross’ $200 million gift to U-M, which will be split evenly between the Ross School and Athletics. Photo by Austin Thomason, Michigan Photography. Stephen M. Ross talks with President Mary Sue Coleman about his approach to philanthropy at an event to announce his $200 million gift to U-M. Photo by Austin Thomason, Michigan Photography. The Davidson Winter Garden at the Stephen M. Ross School of Business is crowded with people on hand Sept. 4 to help thank Ross for his donation. Photo by Scott Soderberg, Michigan Photography. Below, Real estate developer and U-M alumnus Stephen M. Ross jumps to touch the banner that the football team runs under at home games. Eric Bronson, Michigan Photography. With this gift, Ross becomes the third-largest donor to a business school in the United States. Ross is chairman and founder of Related Companies, one of the most prominent real estate developers in the world. Related Companies is best known for the development of Time Warner Center in New York and the 26-acre Hudson Yards development currently underway on Manhattan’s west side. Ross also owns the Miami Dolphins. In keeping with Ross’ professional and philanthropic vision for business education and athletics at U-M, projects will be designed to create contemporary spaces for the nearly 6,000 students who take courses at the Ross School of Business and for the 900-plus student athletes in all sports. In addition, scholarships will be available for Ross students. Specific projects will be announced in the coming months. “Stephen Ross’ vision has always been about the ability of facilities to transform the human experience,” said President Mary Sue Coleman. “He understands the power of well-conceived spaces, and his generosity will benefit generations of Michigan students, faculty and coaches. “This historic gift is not only an investment in the University of Michigan, but also in our state. Steve Ross believes deeply in our collective future as national and global leaders.” Ross has agreed to chair the university’s Victors for Michigan Campaign that will kick off Nov. 8. In 2004, Ross gave $100 million toward a new building and endowed operations for the business school, which was renamed in recognition of his gift. The building was completed in 2009. “Stephen Ross provided us with the resources and vision to develop our signature Ross building. His most recent gift will allow us to build on that success and create a true business campus — one that features innovative design and advanced technology to empower students and faculty who share our mission to develop leaders who make a positive difference in the world,” said Alison Davis-Blake, the Edward J. Frey Dean of the Ross School of Business. Ross said: “The University of Michigan had a profound impact on my life and I have received enormous satisfaction from being able to give back to the institution that played such a critical role in my success. I am thrilled to be able to make such an impactful contribution and to not only help write the next chapter for the university, but also offer much-needed scholarships to ensure we continue to attract the best and the brightest students and provide them with the financial resources they need. “I am confident that the initiatives we undertake will further transform the business school and athletic facilities and ensure the University of Michigan continues to offer a world-class institution for our future leaders. I could not be more proud.” The Ross School of Business proposes to create: • New spaces for students to study, collaborate and connect with each other, faculty and potential employers. • A state-of-the-art career services space including an enhanced recruiting center to connect students with the best companies and careers. • New spaces to support an “admission to alumni” approach to student and career services with dynamic events and opportunities on campus and beyond. • A space to bring together faculty, students and corporate partners to create practice-oriented research on topics of key importance to local and global firms. • Classrooms infused with advanced technology and innovative design to support in-person and virtual collaboration and connectivity on a global scale. • The new and existing facilities will be seamlessly integrated both inside and out to create one campus. • Scholarships for Ross students. In previous donations to Athletics, Ross gave a $5 million lead gift to create the Stephen M. Ross Academic Center, which provides study space on the athletic campus. Additional past gifts include $5 million for the stadium expansion project and $50,000 to LSA for the Henry Pearce Endowed Scholarship, and scholarship support for student athletes. “Stephen Ross shares our vision for an athletic campus that provides every student-athlete access to world-class facilities to successfully train and compete at the highest level athletically and academically,” said Dave Brandon, the Donald R. Shepherd Director of Athletics. “Steve made his first gift to athletics to help build our Ross Academic Center and is now making a commitment to Michigan Athletics that will impact over 900 student-athletes across all 31 of our teams. We are excited and grateful for Steve’s generous support, and we look forward to appropriately recognizing Steve and celebrating this historic gift.” Michigan Athletics proposes to improve its athletic campus to: • Provide student-athletes on all 31 teams with the necessary resources to be academically and athletically successful. • Develop state-of-the-art facilities that create a sense of community, identity and tradition for all of U-M teams. • Create additional spaces that help student-athletes develop skills for success after athletics. • Build facilities that are a destination for local, state, national and international competitions. The campus will be named the Stephen M. Ross Athletic Campus in recognition of this transformative gift, pending approval by the Board of Regents. Ross earned his Bachelor of Business Administration in accounting from the U-M Business School in 1962, a law degree from Wayne State University and a master of law degree in taxation from New York University. He began his career as a tax attorney at Coopers & Lybrand in Detroit. He serves on the executive committee and is a trustee of Lincoln Center, is a trustee of New York Presbyterian Hospital and the Guggenheim Foundation, and a director of the World Resources Institute and the Jackie Robinson Foundation. Earlier this year, Ross committed to give half or more of his wealth to charity and signed the Giving Pledge, a long-term, global initiative created by Warren Buffett and Bill and Melinda Gates that aims to inspire deeper engagement in philanthropy and increase charitable giving globally. POST A COMMENT Posted by Prof. David E. Meyer | Sep 13, 2013 It is extremely frustrating, disappointing, and sad that such a large donation would apparently go just to parts of the university that are, at least in relative terms, already exceedingly well off on financial grounds. How come none of the donation went directly toward funding student scholarships, faculty salaries, and other essential expenses in units such as the College of Literature, Sciences and The Arts (LSA), which is at the heart of Michigan’s most crucial missions (i.e. the creation and transmission of fundamental human knowledge in mathematics, natural sciences, social sciences, and the humanities)? We need a return to proper highest valuing of the traditional core intellectual activities for which universities have been most importantly responsible, rather than continued increasing unduly exaggerated valuing of what should instead be peripheral athletic and commercial endeavors… Leave a comment Margot Finn, a lecturer in university courses, on what she could not live without: “My existence would be profoundly different without the Internet (for research and communication).” Audra McDonald performs favorite show tunes and more, 4 p.m. Sept. 15, Hill Auditorium.

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Ursuline Athletics @Ursulinearrows Final: The @WalshCavaliers 78, @UrsulineWBB 53 about ursuline colege Honored. Faculty awarded for teaching excellence and community service Score. Ursuline's Vanessa Consiglio Named Academic All-America® of the Year Schedule your appointment Information Session and Campus Tour Schedule your meeting Coffee and Conversation Ursuline and Warrensville Heights School District Form Mentoring Program Ursuline College Collaborates with Warrensville Heights City School District to mentor High School StudentsUrsuline College announces the A.R.R.O.W.S. (Academic Readiness Requires Outstanding Work and Support) program, a pilot leadership development and mentoring program involving Ursuline students and Warrensville Heights high school students.The A.R.R.O.W.S. mentoring program intends to provide Ursuline College students an opportunity to mentor Warrensville Heights high school students while offering the high school students support through the completion of high school, and encouragement to pursue postsecondary education. It is the aim of the program to engage both students at Ursuline and Warrensville Heights high school in a partnership that promotes academic success and fosters ambition for further education.Through this partnership a cohort of female students apply and are selected from both Ursuline College and Warrensville Heights High School who will then team up during the spring semester of their freshmen year through completion of their senior year. The Ursuline students will facilitate a variety of activities such as academic skill building sessions to prepare for OGT testing, financial aid counseling, college application processes and short term and long term goal setting. During each workshop, students will explore career interests, college readiness and study skills. The high school student’s mentor follows up with her on established yearly goals and academic pursuits throughout the year. Each year a new cohort of students from both Ursuline and Warrensville Heights will be selected for admission into the program. “We are very excited that Ursuline College has selected Warrensville Heights High School as their partner school in education. We believe the Ursuline A.R.R.O.W.S mentoring program will be extremely beneficial for our young ladies as well as for the mentors from Ursuline College,” said Ms. Lori Crum-Glenn, Warrensville Heights High School Principal. The program was appropriately named A.R.R.O.W.S., drawing from the College’s athletics mascot. “Ursuline has a long-standing commitment to providing service learning opportunities for our students. In turn, our students have a solid reputation for answering the call to service,” said Sr. Diana Stano, College President. The A.R.R.O.W.S. program is a great opportunity for the future leaders of Warrensville Heights,” said Mayor Bradley D. Sellers. “It presents our youth with a chance to engage with academically charged students and allows them to better assess their own academic objectives, while building life-long personal and professional relationships.” As a Catholic liberal arts college, focusing on women, Ursuline welcomes students into an academically challenging and values-based environment. Recognized for distinguished programs in nursing, fashion, social work and education, Ursuline offers more than 30 undergraduate and ten graduate degrees in four schools including arts and sciences, nursing, professional and graduate studies.To read more about the community partnership, click here.

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Search for missing kids Cancel Publications WARNING: You must have javascript enabled in your browser in order to experience the full functionality of the Missing Kids website. Click on Browser Support for more information. NOTICE: Your browser may not be fully supported by this website. Please go to Browser Support for more information. Team HOPE provides peer and emotional support to families. Half of children with autism may wander from safe places. Learn how to help keep them from harm. Copyright © 2014 National Center for Missing & Exploited Children. All rights reserved. This Web site is funded, in part, through a grant from the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Neither the U.S. Department of Justice nor any of its components operate, control, are responsible for, or necessarily endorse, this Web site (including, without limitation, its content, technical infrastructure, and policies, and any services or tools provided).

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CITY OF CHICAGOMayor Richard M. Daley Chicago Public Schools -- A New Start By the Spring of 1995, it was apparent that a crisis existed in the Chicago Public School system and that extraordinary measures needed to be taken to improve schools in the city. In response to this, the State of Illinois passed legislation in May 1995 which gave Mayor Richard M. Daley direct control over the school system. The new law gave the Mayor the following powers: Creation of a five-member Chicago School Reform Board of Trustees which would be appointed solely by the Mayor (thus eliminating the School Board Nominating Commission). By law, this new board must reduce costs of non-educational services; implement cost-saving measures; develop a long-term financial plan, including a balanced budget; streamline and strengthen management in the system; refocus resources on student achievement; and ensure ongoing academic improvement in schools through a number of measures which include training and the creation of an accountability council. Creation of a corporate structure to manage the school system, which includes Chief Executive Officer, Chief Operating Officer, Chief Financial Officer, and Chief Education Officer positions, as well as a Board of Trustees set up similarly to a board of directors. Establishment of block grants which increase flexibility across certain funding categories. Waiver of the Collective Bargaining Agreement. A school principal can get union contract changes if they are approved by 51 percent of the teaching personnel at any given school. No-strike clause for 18 months, commencing in July 1995. Changes in the Illinois Education Labor Relations Act exclude the following subjects as collective bargaining topics: development of charter schools, privatizing of services of personnel in bargaining units, class size and use of staff for experimental and pilot programs, and Reductions in Force (RIFs). Broader powers of remediation given to the Chief Executive Officer to intervene in failing schools. These new powers give the CEO the authority to close chronically underperforming schools that fail to improve. The following changes and achievements have been accomplished since the new legislation became effective on July 1, 1995: Financial: $1.3 Billion Deficit Eliminated -- After Mayor Daley appointed a new school board and management team to govern the Chicago Public Schools (CPS), the management team balanced the budget by eliminating a $1.3 billion deficit over four years and developed a four-year balanced budget. The new budget provides financial security for the next four years without increasing class size or sacrificing educational services. Also, the Chicago School Reform Board of Trustees approved the CPS 1996-97 operating budget of $2.7 billion. It includes funding for nearly two dozen initiatives and allocates significant funding towards several education programs including: $5 million for intervention and remediation programs, including school intervention teams, to promote a "back to basics" approach toward boosting classroom performance. $10 million to provide extended school days and after-school programs. $5 million to set up corporate-supported vocational and apprenticeship programs. $10 million to create a system of alternative schools for violent youths and dropouts. Nearly $1 million to promote small schools. $806 Million Earmarked for Capital Improvement -- The CPS earmarked $806 million for a proposed five-year capital improvement plan for the construction, upgrade, replacement and renovation of school buildings and other CPS facilities. The capital improvement plan is the first long-term facility improvement plan in more than five years. Four-Year Teachers Contract Negotiated -- The Chicago Public Schools signed a four-year contract with the Chicago Teachers Union before the start of the school year, effectively eliminating the threat of a teachers strike and promoting long-term stability. $4 Million in Waste Discovered -- The new management team discovered an estimated $4 million worth of various materials and supplies stockpiled at four satellite school storage areas and a storage area at CPS headquarters. These were promptly delivered to schools across the city. High Marks for Credit Ratings and First Bond Issue in 17 Years -- Three major bond rating agencies gave the Chicago Public Schools high investment-grade credit ratings. The CPS received a Baa from the Moody's rating agency, and two BBB ratings from the Standard & Poor's and Fitch rating agencies. Also, the Chicago Public Schools has sold general obligation certificates of participation valued at $45 million, marking the school system's first direct securities issuance in 17 years. Proceeds from the certificates -- also called equipment notes -- will be used to purchase textbooks, computer hardware and software, an integrated financial database and a computer network that will provide universal database access to every public school. Classroom/School Efforts: Job Training Academy -- In an effort to provide high school juniors and seniors with training that integrates academic and vocational skills, the Chicago Public Schools and Shell Oil developed the Shell Youth Services Academy for Chicago. The privately funded academy gives students the opportunity to receive school credit for 80 hours of classroom training that stresses the relationship between academic and job skills. Small Schools Initiative -- The small schools initiative is designed to create new small schools or schools-within-schools, and expand existing small schools throughout Chicago. In October 1995, the CPS announced the selection of three schools to occupy the newly created Creiger Multiplex, followed by the selection of 18 additional small school sites in February 1996. Leadership Training for Principals -- The Chicago Public Schools implemented a new program of leadership training and support for CPS principals. The six-month training initiative is designed to provide school leaders with three years of experience or less with solid business tools and proven educational strategies. Creation of Alternative Schools -- The Chicago Public Schools has opened alternative schools for dropouts and disruptive youth in each of its six regions. The schools provide a specialized curriculum designed to meet the needs of dropouts and at-risk students. The programs will serve more that 1,000 youths. "Children First" Education Plan -- The Chicago Public Schools unveiled "Children First," a comprehensive education plan designed to improve student achievement and bolster accountability in the system. The plan focuses on three key areas: system-wide accountability, classroom-focused school improvement programs and student-oriented initiatives. Government/Rules: State Waivers -- The Board of Trustees sought 12 waivers from the state government on rules and school codes that could generate annual savings of up to $3.9 million. The majority of the waivers were granted. Uniform Discipline Code -- The Chicago Public Schools strengthened its Uniform Discipline Code to include mandatory expulsion of students in possession of firearms. Student Promotion Policy -- In an effort to eliminate social promotions, the Chicago Public Schools strengthened its elementary schools student promotion policy. Under the new policy, underachieving third, sixth and eighth grade students will be required to attend a six-week summer bridge program before graduating or being promoted to the next grade level. Employee Residency Rule -- Paul Vallas, CEO of the Chicago Public Schools, announced that there would be a crackdown on the more than 3,000 CPS employees who live outside of Chicago in violation of Board of Education policy. Support Programs: After School Programs -- The Chicago Public Schools issued requests for proposals for schools to establish their own after-school programs. The programs will provide students with an opportunity to participate in educational, vocational, social and cultural activities after school. The programs in elementary schools began in early fall, while high school programs began in November. Summer Youth Program -- This past May, Mayor Daley announced plans to open public schools over the summer and provide more educational and recreational jobs and activities for schoolchildren. Contact: Office of the Mayor, (312) 744-3300 Chicago Summer Finance InstituteThe key to the success of the Chicago Summer Finance Institute internship program is the fact that it is the product of a partnership between the private and public sectors. Its goal is to extend employment and educational opportunities to students across the city. Past corporate contributors and sponsors include companies such as LaSalle National Bank, KPMG Peat Marwick, and Merrill Lynch. The Chicago Summer Finance Institute was founded by Mayor Daley in 1991 to provide meaningful summer jobs for Chicago high school students and to introduce them to the financial services sector. The program is completely financed by contributions and sponsorships from the financial and legal communities. This past year, 50 firms donated their time and $180,000 to the program. The Summer Finance Institute provides the interns with work readiness instruction, classroom training and mentor relationships. During its inaugural year, 25 positions were made available for student workers. This past year, the Chicago Summer Finance Institute employed 104 student workers. High achievers from Chicago's public, parochial and private high schools who live in the city and have an annual family income of $40,000 or less are targeted. Participation in the program gives students a chance to have a meaningful summer job that can help to further their careers after high school. They are given the opportunity to see and participate in what happens in the financial and legal communities. They also make money to pay for college. In the last few years, Chicago's high school students have worked as: stock and bond assistants at the Board of Trade, sales assistants at investment banking firms, paralegals, and accounting and auditing assistants. Weekly seminars are an integral part of the program. Through lectures, students hear about career opportunities from securities, law and accounting professionals. Many of the seminars include a chance for the students to put what they have learned into action. A tour and presentation of the Board of Trade and LaSalle Bank, as well as a public finance case study give students a better understanding of the actual work performed at these institutions. In the summer of 1995, 12 privately funded scholarships for college were awarded to student participants at the end of the seven-week program. Awards are based on attendance, evidence of savings, written and oral presentations, a daily log and a final essay. Contact: Walter Knorr, Chief Financial Officer, City of Chicago, (312) 744-7100 Child Support Enforcement Ordinance Poverty is often an impediment to learning for children. While $432 million was due in child support in Illinois in 1995, only 56 percent of that amount was collected, representing a cost of $241 million to taxpayers through their support of city, state and federal programs. Often, the lack of child support payments leads to a mother's dependence on welfare. To combat the problem of uncollected child support, Mayor Daley proposed the city's first Child Support Enforcement Ordinance which was enacted on February 7, 1996. The ordinance ties compliance with child support arrearage judgments to obtaining city business licenses, jobs, contracts, and loans. Mayor Daley explained the impact of unpaid child support payments on Chicago by saying, "The cost to the city and to local taxpayers of unpaid child support is enormous. Many of these children and their families are left destitute and are forced to rely on city services - such as health care, homeless shelters, and others. Further, these families do not have to be destitute because there is a parent who is capable of providing, but is not living up to his or her responsibilities." The Cook County State's Attorney's Office and the Cook County Circuit Court have agreed to cooperate with the City of Chicago to establish a joint database and share information on delinquent parents. The four-pronged attack (loan, contract and business license denial, as well as employee penalties) on deadbeat parents establishes that business owners are subject to child support compliance. About 70,000 businesses are licensed by the city. The city's Department of Consumer Services compares the "deadbeat list" against lists of business applicants and licensees up for renewal. Where matches occur, licenses are denied or not renewed unless the deadbeat parent submits specified types of evidence. The new ordinance also enables the Commissioners of Housing and Planning and Development to deny city loans and grants to potential borrowers and grantees if they are delinquent in their child support payments. Loans are not closed until the deadbeat parent has furnished specified evidence of compliance. City contractors are also targeted under the ordinance. All contract bidders must submit affidavits disclosing whether any of their substantial owners are delinquent on any court-ordered child support arrearage. In addition, the city checks all substantial owners against the deadbeat list submitted by the Clerk of the Circuit Court. Finally, the ordinance establishes that city employees delinquent in child support payments are subject to progressive discipline and garnishment of wages. As a result of the four-pronged ordinance, which ties compliance with city privileges, many deadbeat parents in Chicago will be forced to contribute to their children's well being. The Chicago Park District, the Chicago Board of Education, Cook County and other local governmental entities are examining the ordinance in hopes of developing similar programs. Contact: Office of Child Support, (312) 74-CHILD Return to Previous Page. The United States Conference of Mayors J. Thomas Cochran, Executive Director 1620 Eye Street, NW, Washington, DC 20006 Telephone (202) 293-7330, FAX (202) 293-2352 Copyright ©1996, U.S. Conference of Mayors, All rights

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AboutAdmissions & AidAcademicsCampus LifeAlumni & FriendsAthletics AboutAdmissions & AidAcademicsCampus LifeAlumni & FriendsAthletics Alumni & Friends= ‘Film & the American Jewish Experience’ This year’s Jewish Culture Series, co-sponsored by the Wagner College Chai Society and Hillel Foundation and the Staten Island JCC, focuses on the theme of “Film and the American Jewish Experience.” The series will present two programs this fall. The first program will be held on Tuesday, Oct. 23 at 8 p.m. in Wagner College’s Spiro Hall, Room 2, where Lawrence Baron will discuss “The Jazz Singer: From the Melting Pot to Multicultural America.” Since it premiered in 1927, “The Jazz Singer” has been considered the paradigmatic film about the Americanization of the children of Jewish immigrants. The movie has inspired remakes and retakes on the theme of the son’s rebellion against his father’s traditions. This lecture examines how and why subsequent versions altered the original plotline and message to reflect changing configurations of ethnicity, race and religion in the United States. Professor Emeritus Lawrence Baron held the Nasatir Chair of Modern Jewish History at San Diego State University from 1988 until 2012. The second program this fall in the Jewish Culture Series will be held on Tuesday, Nov. 27 at 8 p.m. in the JCC’s Bernikow Building at 1466 Manor Road, Staten Island, where Stephen Greenwald will discuss “Jews and American Film: Politics in the Industry and on Screen.” Stephen R. Greenwald has been professionally involved in the motion picture and related media industries for over 25 years as an attorney, financier, corporate executive, producer and valuation consultant. He has lectured and spoken on film financing and distribution and the media and entertainment industry before various groups, and he has taught courses on entertainment financing, entertainment law and the film industry at: the Cardozo School of Law; Metropolitan College of New York, where he served as president from 1999 to 2007, and the College of Management Law School in Israel. Greenwald now serves as director of film and media initiatives at Wagner College in New York. He is the co-author, with Paula Landry, of “This Business of Film” (Random House, 2009). Greenwald is a graduate of Rutgers University and New York University School of Law. The Wagner College/JCC Jewish Culture Series is a free public program. To RSVP, or to be added to the series mailing list, send an email to [email protected]. Posted in Alumni News on Oct. 16, 2012 Alumni, Parents and Friends Wagner Holiday Recipes Travel the World with Wagner College Fall Festival – Schedule Fall Festival – Campus Parking Information Fall Festival Accommodations Fall Festival Food Vendors FAQ – Reunion Weekend Reunion Weekend Accommodations Reunion Weekend Schedule Reunion Classes Social Media Portal The Wagner Fund Day of Giving Affinities & Societies The Chai Society Inner Circle Century Leaders

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Matt Miller wants to have national funding of public education A friend brought to my attention an NPR interview of Matt Miller on his proposal to nationalize school funding. The interview is almost seven minutes. It is partly in response to Matt's recent article First, Kill All the School Boards.Matt's concern is that it is not fair that some school districts get more money per pupil than other school districts. He also says that local control is not working, that the teacher unions have too great influence. His solution is two steps:1) Have the federal government collect all the taxes for education and then give each school district their "fair share" of the tax money.2) Some how give individual schools more local control.There are so many problems with this proposal it is hard to know where to start.One of the first problems that occurred to me is that it is not clear the exactly same amount of money should be spent per student. Matt is upset that Massachusetts spends more than Missouri, but the cost of living is much higher in Massachusetts. It costs more to hire teachers. It costs more to buy land. If there were some federal law mandating that each school got exactly the same amount per student, the schools in Boston would effectively receive less money.The obvious answer is to then some how benchmark a local cost of living adjustment, but this would be the camel's nose to increase more federal government control of public education. Bad idea.Matt's article starts off by appealing to Horace Mann and Mann’s efforts to improve literacy in America. Matt doesn't seem to understand that this wasn't the problem Horace Mann was trying to solve. In 1850, before the government funded schools started taking off, literacy was at a high rate. A generation of McGuffrey readers produced an amazing high level of literacy in the mid to late 1800s. Horace Mann's solution was for a problem that didn't exist. Horace got a lot of support from people who were concerned about all the Catholic Irish immigrants. Horace appealed for support by saying that public schools would help convert these ignorant Catholic children into good educated Protestants. These so called uneducated Catholic children were attending Catholic schools. Religion, not literacy, was the issue. Fundamentally Matt seems to be avoiding some of the politics of education. He is concerned over the how ineffective local school boards are in improving public education. I agree that public school boards are a problem. But Matt then proposes to move control even farther away from parents by pushing all the money through Washington DC. He seems to think it will be easy to pass laws allowing more local control, but if Congress takes over the complete funding of public schools you know that Congress and special interest groups will push to have more control.We've had friends who have dealt with public school boards. We've had friends who have run and been on public school boards. My perception is not that we have too much local autonomy, but too little. I do agree with Matt on one point. Teacher Unions have great influence on school boards. And because of so many laws, school boards have little real options. They can decide to paint the school red or green, but it is hard to make any fundamental change without running into a law. There are so many rules and laws about what public school boards can and can not do, that pressure from parents has little effect. We had a situation in our local school district where there was an harmful elementary school teacher. She delighted in tormenting the students. Students who had her came back as adults to testify against her. Parents asked for her removal. But the school board was unable to fire her. She finally retired. I do agree with Matt that it would be better to free up public school boards and allow them to take action. Currently they are so hobbled by rules they can take little effective action.Matt seems to be unaware that study after study has found that more money doesn't help public education. He is focusing on the wrong problem. For decades the amount per student has climbed twice as fast as inflation. Pushing more money into a broken system won't fix it.----------Technorati tags: public school, public education, children Eric Holcombe His pilot project already exists: Washington DC public schools.

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Granholm appoints two new WMU trustees KALAMAZOO--Gov. Jennifer M. Granholm today announced the appointments of Jeanne H. Carlson of Novi, Mich., and William D. Johnston of Portage, Mich., as new members of the Western Michigan University Board of Trustees. Carlson is president and chief executive officer of Blue Care Network of Michigan, headquartered in Southfield. She is a 1968 graduate of WMU and has served on the WMU Alumni Association Board of Directors, most recently, in 2000-01, as association president. Her appointment as a trustee runs through 2014, and she succeeds Peter L. Aseritis of Williamsburg, Mich., whose term expired at the end of 2006. Prior to assuming her current role at BCN in September 2006, Carlson had served as chief operating officer for BCN since July 2002. Before that, she served in several major capacities at Blue Cross Blue Shield of Michigan. She was vice president for Health Insurance Portability and Accountability Act compliance and operational effectiveness for the company. She also was vice president of several key areas including the General Motors account, PPO and ancillary services, provider relations, provider contracting, and the Ford/AutoAlliance/Rouge Steel accounts. Johnston is president and CEO of Greenleaf Companies of Kalamazoo. He earned his bachelor's and master's degrees from WMU in 1970 and 1974, respectively. Johnston, whose term as a trustee also will run through 2014, replaces James Holden of Bloomfield Hills, Mich., whose term expired in December. Johnston launched Greenleaf in 1991 after spending 15 years in education. Today the collective Greenleaf Companies includes Greenleaf Trust; Greenleaf Ventures Inc.; Greenleaf Holdings, LLC; and Greenleaf Capital Inc. Johnston is also chairman of Southwest Michigan First Economic Development Corp., chairman of the board/director of SofTech Inc., director of Special-Lite Corp., and director and past president of the WMU Foundation.

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Members can print free savings coupons Brain Health Center Learn how to live smart and stay sharp Members save on e- readers and tablets Caring for loved ones? Find the resources you need get moreinformation NRTA's History Learn more about NRTA's history and founder, Dr. Ethel Percy Andrus. Read NRTA With Our Youth! Awards Recognize outstanding volunteers on an individual, local or state level by submitting a nomination before June 10. Read Get Brain Healthy One of the best ways to stay sharp is by exercising your brain. Read Find out more about volunteering and available opportunities in your local community to Create the Good. Read »About NRTA from: AARP, August 9, 2005 Dr. Ethel Percy Andrus founded NRTA: AARP's Educator Community (then known as the National Retired Teacher's Association) in 1947 to address the economic challenges and health insurance needs of educators in retirement. The benefits she was able to provide retired teachers became so popular that non-educators sought the same member benefits. Therefore, eleven years later, in 1958, Dr. Andrus reached out to a broader audience by founding AARP (then known as the American Association of Retired Persons). NRTA and AARP shared many goals and collaborated in the development of countless programs and advocacy initiatives. In 1982, the two associations merged at the national level and NRTA became a division of AARP. The merger was designed to continue the beneficial relationship NRTA: AARP’s Educator Community and AARP had enjoyed for nearly a quarter century. NRTA also maintains a collaborative working relationship with a network of state and locally-based Retired Educators Associations (REAs) who collectively represent over 750,000 retired educators. The 50th Anniversary of NRTA was celebrated in 1997 with events nationwide and at the state and local levels—culminating in a national Convocation at which the NRTA and AARP state presidents, the Board of Directors, and other leaders celebrated their shared history and vision. More recently, NRTA and its network of REAs helped AARP celebrate its 50th anniversary by honoring an outstanding high school in every state with a $10,000 grant to support multigenerational and civic engagement activities. NRTA has received over $500,000 in grants to support the Educator Support Network, Staying Sharp (brain health), College & Career Planning and Financial Literacy programs from Farmers Insurance, MetLife and The Hartford, respectively. In the tradition started by our founder, Ethel Percy Andrus, NRTA: AARP’s Educator Community continues its quest to engage all those committed to education and learning. Join NRTA today and be a part of this exciting group of people with a passion and affinity for education and learning. … Back to Article FeaturedGroup Share ideas and experiences around making a difference in the lives of others. Discuss

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Camping MagazineCurrent Issue 2014 Editorial Index Home » Camping Magazine 20/20 Toolbox: Hybrid Summer Camp Program Rethinks Family Engagement Jamara M. Wakefield The Boston Nature Center (BNC), an urban Mass Audubon sanctuary, offers public programs year-round. Located in the Boston neighborhood of Mattapan, two miles of trails and boardwalks traverse meadows and wetlands where wildlife abounds, including coyotes and many species of migratory birds. The sanctuary’s George Robert White Environmental Conservation Center is one of the “greenest” buildings in Boston, teaching environmentally sustainable design by example. The site also includes the Clark-Cooper Community Gardens, one of Boston’s oldest and largest community gardens, providing food and a green oasis for 260 local families. During the summer months, BNC meets various community needs. There are three components to their summer programs: a ten-week summer camp, a daily outreach program for other Boston summer camps called Summer Discoveries, and a five-week Summer Learning Program for rising fourth graders from the Haley and Young Achievers elementary schools. In each of these programs, BNC has identified the need to make stronger connections to the families of the children they serve and achieve a strategic priority of building conservation communities in Boston neighborhoods. I came to serve at BNC through the AmeriCorps New Sector Summer Fellowship program. In 2012, I worked with two other AmeriCorps Summer Fellows, Christina Kirk and Zoe Tabachnick, at BNC’s five-week “Summer Explorers,” part of the citywide Summer Learning Program. The Melding of Two Worlds When we arrived that summer, BNC had already proven themselves as a successful summer camp program in this urban community. They knew how to engage young people and make learning in the beauty of their natural habitat captivating and enriching. Yet, the Summer Explorers Learning Program was a hybrid experience that brought together summer school educational learning in a camp-style environment. This meant that students must not only have fun learning in nature but must also academically produce in classroom settings with instruction provided by Boston Public School teachers. The melding of these two worlds is difficult for many out-of-school time practitioners. How does a summer program blend the interactive, innovative camp space with the often-unyielding curriculum of public education? How do like a camp while ensuring the camp does not feel like a mandated summer school? Administrators of this program also had to consider how to incorporate research guidelines identified by the foundations that underwrote the costs of this program, which are critical for the credibility of the research. This program targeted students already struggling academically during the school year. The BNC Summer Learning Program staff decided that in order to create a successful camp / summer school experience, they must bring the families of these students to the table as stakeholders in achieving positive outcomes. In the first year of the Summer Learning Program, the BNC staff quickly learned that family engagement was not only vital for student behavior management but also critical to the educational empowerment of the children served by this program. Yet, during that inaugural year, the Summer Learning Program did not have the staff capacity to invest time in implementing a summer learning curriculum while also connecting with the numerous families they served. Decades of research by the Harvard Family Research Project (HFRP) supported their experiential summer findings and pointed to the benefits of family involvement in children’s learning. According to the HFRP, family involvement in children’s education in school and at home has been shown to boost school grades and test scores, improve school attendance, foster social skills, and increase graduation rates and postsecondary education attainment. Community Outreach Strategy The AmeriCorps members developed a community outreach strategy for the five-week Summer Learning Program that engaged families in the learning and activities students experienced during the day. In addition to creating a strategic plan for the Summer Learning Program, as AmeriCorps members, we participated in program planning, preparation, teaching lessons, and daily program contact with families. We acted as the primary contact with families, recruited families to develop educational extension activities for students and families to do at home, and planned family events. Strategies to engage families began long before the first day of the Summer Learning Program with preprogram phone calls and orientation. Three weeks before the program start date, we began making calls to families who had committed to attending the program. The purpose of the call was to confirm that the student would participate in the program. We also followed up on mailed orientation invitations. Phone calls were an opportunity to fill in gaps of missing student information, such as health forms and immunizations, and to identify special needs, such as language and transportation barriers. The goal of the preprogram orientation was to connect with the hearts and minds of the families who would be served by the Summer Learning Program. Our phone call reminders resulted in a high percentage of family turnout for our first orientation. Yet that was only half of the task. Once the families were there, it was important to connect with every parent, explain the summer program, and rally them as allies in their child’s learning experience. Like many open houses, we served food and encouraged mingling. Students, their families, and staff were introduced, and we presented an overview of the family engagement tools that would be implemented and sought their feedback. The orientation closed with a family question and answer opportunity. Despite obvious benefits of family engagement, the BNC community and my cohort members had challenges ahead of us. Both families and program staff faced obstacles in building relationships with each other. For families, lack of time posed a real barrier to engagement. After all, many parents seek out-of-school learning programs because they work, attend school, or have other responsibilities beyond traditional school hours. BNC, like many out-of-school time providers, work under the constraints of limited resources. The increased demands to demonstrate outcomes to meet research guidelines presented by the funders can be challenging. Hence, engaging families may feel like an additional task in the face of other priorities, such as safety, behavior management, program planning, and budgeting. The AmeriCorps Summer Fellows recognized the importance of the task ahead and immediately identified several strengths of this community of students and staff that left us encouraged. The first strength was that students were selected for this program, and in order to participate, parents had to commit to their child attending all five weeks of the program. This initial investment meant that parents were engaged and committed to their child’s learning from the start of the program. The next strength we found was that the Summer Learning Program provided transportation to and from the program, which ran from 8:30 a.m. to 3:00 p.m. While the BNC is located in an urban neighborhood with close proximity to the schools these students attend, transportation is critical for families who depend on public transportation or whose work schedules might not allow them to be available for a 3:00 p.m. dismissal. (BNC also offered an extended-day option until 6:00 p.m. for interested families.) An additional strength was that students were recruited from two local schools, so most had friends from school that were also in the program. These school friendships provided camaraderie and support as they faced challenges during their summer out-of-school learning time. The AmeriCorps Summer Fellows decided to focus on the assets of the children, families, and community at large. Therefore, it became evident that the staff needed to find as many avenues, mediums, and opportunities to express positive feedback to the students and their families as possible. A family communication folder was created that went home with each student daily to be reviewed and initialed by a parent or guardian. This folder contained our weekly newsletter, take-home activities (for the student and a family member to complete together), permission slips for field trips, program reminders, and a “good deed chart” for the child. “Good deed beads” served as a behavior management tool. Students earned beads by exhibiting positive behavior throughout the day. Good behavior was defined as appropriately following expectations and performing behaviors listed on the “Summer Explorers Expectations Chart” or by acting in ways that were generally helpful, kind, and/or considerate. We designed the system to positively reinforce students’ good behavior. While every behavior management system has its weaknesses in implementation and consistency, many students emotionally benefited from the positive recognition. Through “good news phone calls” BNC staff shared the individual academic, behavioral, and social gains of students with their families. Many families had been accustomed to receiving calls to inform them of their child’s deficits, so they were appreciative to hear the good news reported in these calls. Good news phone calls were at the discretion of each AmeriCorps Fellow and often focused on student learning and social excellence, such as kindness or leadership. A midprogram parent survey found that 69 percent of family respondents reported that the good news phone calls were important. An Intense Lesson This summer of service was an intense lesson in the resources it takes to effectively engage families. The success of the family strategy plan at BNC did not rely on one particular tool or tactic; rather, we implemented at least a dozen tools that were outlined in our family engagement strategic plan for BNC. However, tools can only be used effectively with the right balance of head and heart when approaching service to others. BNC’s goals were to reach families in as many ways as possible and learn what worked best for each family. Systems and logs for tracking data measured the return rate of each tool. We heavily valued the contact and feedback of our parents. Some of these examples include: greeting families at morning drop off and chatting about their children at dismissal, listening to their feedback, taking notes, and rede-veloping our strategies. Our ideas of communication were tested and approved compared to the families’ expectations of us as providers, teachers, and mentors for their most-valued entities — their children. Students and their families were invaluable allies in our engagement work as we opened the door for a conversation about academic learning plans that we could facilitate together as a team. Our motto was to engage every student, every parent, and every family, every single day, over and over again. Obstacles such as language barriers with families became learning opportunities to create new tools and strategies. We called on our colleagues for support to brainstorm alternative methods of communication. For example, students were encouraged to serve as translators, some BNC staff members were bilingual, and all program memos sent home in the communication folder included a translated version. Closing achievement gaps between performing and underperforming students over the summer months is a lofty goal for any summer learning program. It certainly cannot be attempted or fulfilled without a diverse group of adults working together to support students’ learning advancement. Certainly, “it takes a village to raise a child,” and in our case, it took a community of nonprofit staff, professional public school teachers, AmeriCorps members, and family members to impact academic achievement of students at BNC’s Summer Learning Program. This collaborative approach to addressing social issues is not an easy task and requires that all stakeholders listen to each other as specialists who come to this work with different perspectives and different means of quantifying successful outcomes. This holistic approach, where students, families, and community members work toward a common educational goal, requires open and honest communication. Camp methods and traditional school approaches can thrive together. It requires a robust team of people who are willing to listen, adapt, and design innovative educational experiences with the needs of the students and families at the core of every program decision. Tips for a Successful Summer Learning Program Family engagement is critical. Encourage involvement through precamp contact with families to gather any missing information, introduce the program, and start building relationships. Create take-home assignments for families to work on together. Communicate through daily correspondence. Behavior expectations should be clear. Define expectations from the beginning, and be specific about what you consider to be good behavior. Reward and track good behavior with a creative system like “good deed beads” or something unique to your camp. A phone call to parents offering positive feedback can be a great relationship builder, and it can encourage the camper to maintain positive characteristics. Have a plan to overcome potential barriers. Transportation: How will campers get to and from camp? Language: How will you communicate with families who speak a different language? Resources: How will you maintain other priorities such as planning and budget? Jamara M. Wakefield is a Boston native and a student at the New School for Public Engagement in New York. She spent her summer of 2012 working on a New Sector AmeriCorp Family Engagement project at the Boston Nature Center’s summer camp. She has worked for several nonprofits and has a strong interest in helping organizations reach their mission through strategic planning. Jamara attended camp every summer as a child and believes it is a critical learning time for children. Originally published in the 2013 July/August Camping Magazine Your rating: None Average: 3.7 (3 votes)

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GovernanceExecutive CommitteeCommitteesElectionsBylawsReports & StatementsMeeting MinutesOperating ProceduresNewslettersMeetingsAPS FellowshipPrizes & AwardsResourcesSubmit your Input FPS Home | Governance | Operating Procedures Guidance Manual for Officers of the Forum on Physics and Society (FPS) Version 05 - February 2004 This is an informal instruction manual offering guidance on responsibilities and activities for the elected Officers, and potential candidates for Officers (i.e., those considering running for election), of the Forum. It is the intention to keep this manual up-to-date by simply making changes as the years go by. The Forum on Physics and Society has a most impressive, and most distinguished, history. Officers, and potential Officers, will feel proud of this heritage which has been carefully described by David Hafemeister and is located on our web site. We believe that new members of the FPS will feel honored and very humble, but also appreciative of the opportunity to make a small contribution, but an important one, to the extensive list of accomplishments of the FPS. The Web page of the Forum is located at: http://units.aps.org/units/fps/index.cfm An important thing is to read the FPS Bylaws, located on our web site. The duties of the FPS elected Officers are delineated in the By-Laws, but the parts relevant to each Officer's duties, activities and time/effort involved are reproduced below and then expanded upon. Each position is treated separately so one can readily see the associated duties and deadlines. All Officers are members of the Forum Executive committee. The chairs of the Nominating Committee and the Awards Committee are appointed (not elected) and are, therefore, not "Officers" and not on the Executive Committee, but are included here as they have many duties. Past Chair The Past Chair shall serve as 'elder statesperson', advisor and assistant to the Chair and Vice-Chair (Program Chair) in discharging their duties; replace on request either or both at the annual (Jan) APS Units Convocation or in the 2 program planning and/or 2 final program review meetings at APS. The Past Chair is also the keeper of this Guidance Manual. As such he/she shall periodically review the manual for accuracy and updates, and forward changes to the Forum Web Master. The Past Chair shall also remember to forward the electronic version of the master Guidance Manual document to his/her successor as Past Chair. Chair The Chair shall schedule and preside at all meetings (including regular teleconferences and the April meeting that coincides with the April APS Meeting) of the Executive Committee at which his or her attendance is possible. The Chair shall prepare the agenda of Executive Committee Meetings. The Chair shall: (a) be consulted and actively engaged in program planning and development, (b) chair the annual Awards session, prepare and present the annual Chair's address and report to the membership, (c) publish occasional items on FPS matters in P&S, (d) approve or send e-mail messages to FPS members publicizing the annual meetings program, or announcing other important FPS issues, (e) participate in P&S editorial decisions, (f) encourage and actively develop cooperation with other APS Fora and Units (FEd, FIAP, FHP, FIP), (g) articulate and represent FPS views and interests in APS matters, participate in the annual January Units Convocation, and (h) approve major expenditures. The Chair shall also help recruit, persuade, and appoint the Nominating Committee (Four members having staggered two-year terms plus one appointed by Council for one year); and work with the committee to ensure that here are good candidates and that the process is done in a timely fashion. The Chair shall also appoint the Program Committee (Four members having staggered two-year terms. Chair-Elect is chair) and be sure that the organization of sessions is proceeding properly. The Chair shall also appoint the Fellowship Committee (Two members with staggered terms. Vice-chair is chair and Chair-Elect serves.) and be sure that the nominations are "coming along", and then that are submitted to the APS (due June 15). The Chair shall also appoint the P&S Editorial Board (Three members of staggered three-year terms). The Chair shall also recommend to APS Executive Officer 2 Awards Committee members for the Forum Burton and Szilard Awards (one committee for the two awards). The Chair shall also arrange for the waving of registration fees for those who wouldn't attend an APS Meeting such as for invited speakers who are unable (perhaps retired; in which case the FPS pays), or for those whom it seems inappropriate for them to pay themselves (such as non-physicists). The Chair shall also arrange and preside over the Awards Session at the APS April Meeting (invite awardees) and arrange an Awards Dinner (choice of restaurant, reservations, invitations, head count). The Chair shall also preside over the annual general membership meeting which immediately follows the Awards Session at the APS April Meeting. The Chair shall also arrange teleconferences, on a regular basis, with the Executive Committee (select date and time, arrange with teleconference vendor — lately we have been using Telespan — notify participants of numbers). Chair-Elect The Chair-Elect shall act in place of the Chair if the latter is unable to perform the Chair's duties. The Chair-Elect shall chair the Program Committee. This is the primary task of the chair elect and it is a very large — and very important — task. It involves attendance at the April and March Meeting Planning Sessions. This includes working with the chair to get a 4-person committee appointed, soliciting sessions and associated organizers from FPS members and helping to recruit speakers for these sessions. It involves interfacing with other units to develop and present joint sessions and working with session organizers and APS to insure that the session information is submitted as required. Solicitation of sessions should begin no later than June, and be settled by September. The Chair-Elect shall also participate, along with the Chair, or other designated Executive Committee member, in the annual APS Units convocation in January. Vice-Chair The Vice-Chair shall act in place of the Chair-Elect if the latter is unable to perform the duties of the Chair-Elect. The primary duty of the Vice-Chair is to chair the Fellowship Committee. The Fellowship nominations are due on June 15, so it is necessary to get on to this task right after the Vice-Chair takes office on January 1. The Fellowship Committee consists of the previous Vice-Chair, now the Chair-Elect, two appointed members, and the Vice-Chair. It is necessary to contact them immediately upon taking office and to learn what nominations are "on the table". The APS will send out the nominations that they have received but it is perfectly okay to stimulate new nominations and to consider ones that come directly to the committee. The allotment to the FPS is about 6, so having at least 6 nominees is necessary; more can be submitted and might get approved if the case is compelling. Stimulating nominations is the biggest and most important job. Members of the Executive Board, and the members of the Fellowship Committee will have suggestions, but then the task is to get someone to fill out the form, obtain two signatures and supporting letters from these two and, best, at least one other. All this is a fair amount of work between January and June 15, after which the Vice-Chair has only general duties, but nothing specific. It is also important that the Vice-Chair become familiar with the members of the Executive Committee and the present issues facing the FPS. Attendance at the Spring meeting of the FPS Executive Committee is most valuable. In addition the new Vice-Chair should read the minutes of a few past Meetings and Conference Telephone Calls so as to "get up to speed". Secretary-Treasurer The Secretary-Treasurer shall maintain the records of the Forum including minutes of Executive Committee meetings (including Conference Calls). The Secretary-Treasurer shall be responsible for elections, per Article VII of the Forum Bylaws. The Secretary-Treasurer shall notify the Chair of matters requiring the decision of the Executive Committee prior to action. The Secretary-Treasurer shall prepare minutes of the Executive Committee meetings and shall submit these minutes to each member of the Executive Committee and to the Executive Secretary within six weeks after each meeting. Following elections, such minutes should include the results of the election and a roster of the current Executive Committee membership. The Secretary-Treasurer shall have responsibility for all funds in the custody of or placed at the disposal of the Forum and shall authorize disbursements from such funds for expenses in a manner that is consistent with the general policies of the Society and the Forum. The Secretary-Treasurer shall present a formal financial report and a proposed budget annually at a meeting of the Executive Committee. An informal budget statements at each Conference Call is very useful. Responsibilities of the Secretary/Treasurer Prepare minutes of Executive Commitee meetings (both the meeting in April and after meetings via teleconference). Request corrections and send out revised minutes. Duties related to election of Officers per Article VII of the Bylaws. With respect to timing of elections, special elections, notification of the membership, paper-vs-electronic balloting (or a combination), this duty is to be performed under instructions from the Executive Committee, and coordinated with the Newsletter Editor, the Forum member responsible for the Forum web site, and/or the APS staff responsible for electronic messages to the membership. Receive and count the paper ballots. Send messages to winners and losers. Report election results to the Executive Committee and to the membership. Prepare Budget Report (usually 2 each year, August or Sept. and after the final report for end of the fiscal year comes in, and then Feb. or March, status of expenses coming in to the April meeting) Authorize expenses. Undertake occasional correspondence. Prepare an address list of Executive Committee members and other relevant people (yearly). Pass on information that may be of interest to our members in a timely manner via email. Forum Councilor The Forum Councilor shall serve as liaison between the Council and the Executive Committee of the Forum. Following each Council meeting, the Forum Councilor shall report to the Executive Committee regarding Council actions that affect the status and operations of the Forum. The Forum Councilor shall make an annual report to the Executive Board of the Society regarding the activities of the Forum. FPS Representative to POPA The FPS Representative o POPA is a full member of POPA and, as such, should act as anyone else on POPA acts. In addition the FPS Representative may bring to POPA suggestions arising from discussions with the FPS and, most importantly, serve as a conduit to the "grass roots membership" for tasks arising out of POPA considerations. It is expected, since POPA is a Committee of the APS Council that the FPS can play, through the Representative, an important role in serving as a direct connection to the APS membership particularly interested in societal matters. The term of office for the FPS Representative to POPA is three years. Awards Committee Chair The Awards Committee is appointed by the APS and the duty consists of nominating winners for the Joseph A. Burton Forum Award and the Leo Szilard Lectureship Award. This selection process occurs in the Spring of the year. As might be expected, the "stimulation" of nominations of outstanding people is very much a part of the job. Nominating Committee Chair There is a time (six months before our April meeting) for the Nominating Committee to report to the Secretary-Treasurer. The Secretary-Treasurer "shall poll the Forum membership". The Secretary-Treasurer is to report the results of the election at least two weeks before the regular meeting. Special Note on Elections The Forum, in good measure to avoid two elections, has changed its "year" to start on January 1, in concert with the "year" of the APS Council and Officers. The annual election shall take place in the summer of each year, with kick-off being (a) electronic notification of the membership and (b) the January hard-copy issue of Physics & Society. The election of the FPS Representative to POPA is now that the POPA Representative is on board for the January meeting of the following year. Also the Vice-Chair now has more time to work on nomination of Fellows.

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AGO 1956 No. 242 - April 09, 1956 SCHOOLS AND SCHOOL BUSES ‑- REGULATING USE OF The state board of education lacks authority to adopt rules having the force and effect of regulations on the use of school buses and they should be regarded as advisory only. - - - - - - - - - - - - - April 9, 1956 Honorable Pearl A. WanamakerPresidentState Board of EducationOlympia, Washington Cite as: AGO 55-57 No. 242 Dear Mrs. Wanamaker: In your letter of March 26, 1956, you enclosed a copy of school bus usage regulations adopted by the state board of education which became effective July 1, 1955. The state board requests our opinion on these regulations. In our opinion the state board of education lacks the authority to adopt rules having the force and effect of regulations on this subject and they should be regarded as advisory only. ANALYSIS RCW 28.58.100, which prescribes the general powers of boards of directors of all classes of school districts, provides in part: "Every board of directors, unless otherwise specially provided by law, shall: "* * * [[Orig. Op. Page 2]] "(11) Provide and pay for transportation of children to and from school whether such children live within or without the district when in its judgment the best interests of the district will be subserved thereby, but the board is not compelled to transport any pupil living within two miles of the schoolhouse." If the state board has authority to regulate the use of school buses it must be found in RCW 43.63.140 which provides in relevant part: "The state board of education shall: "* * * "(6) Prepare an outline course or courses of study for the kindergarten, elementary school, junior high school, and high school departments of the common schools, and prescribe such rules for the general government of the common schools, as shall secure regularity of attendance, prevent truancy, secure efficiency, and promote the true interest of the common schools;" Our statutes provide that boards of directors of school districts are required to enforce the regulations of the state board of education. The pertinent inquiry is whether or not the state board acted within its authority in promulgating regulations pertaining to use of school buses. From 1909 until 1955 local boards were operating their school transportation systems as they saw fit. In some cases both the limitations of law and the dictates of reasonable judgment were exceeded. Uniform policies in regard to control of school transportation equipment seldom existed. Considerable pressure was exerted on many school boards at the community level to liberalize and expand the use of school buses. The adoption of these regulations by the state board was an attempt to supply the answer to what many school people regarded as an important problem‑-how to achieve some standard of uniformity for the use of school buses throughout the state. [[Orig. Op. Page 3]] We cannot believe that the statute directing the state board to prescribe rules for the general government of the common schools as shall promote the true interest of the common schools constitutes authority to prescribe detailed regulations for the use of school buses. Transportation needs of individual districts are infinitely varied. Considerations such as location, population, terrain, climate, size and facilities of the district must be taken into account. We are advised that forty-two percent of the school districts of the state have a school population of 100 or less. We do not feel the legislature ever intended to delegate to the state board authority to prescribe detailed rules for use of school buses applicable to every school district of the state. We think it impractical to draft comprehensive rules on this subject which reasonably and equitably would meet the varied needs of the various school districts. In our judgment the responsibility of prescribing rules defining uses to which school buses may be devoted has been delegated by the legislature to the local boards. The duty of providing school transportation is specifically that of the local districts. The language authorizing local boards to exercise their judgment as to what will subserve the best interest of their districts, while not directly applicable to the precise problem, does provide an indication of the legislative intent. The grant of authority to the local boards must be confined to the standards prescribed by the statute. The statutory standard is contained in the words "transportation of children to and from school." To determine the latitude available to local boards it is first necessary to define the word "school." We are convinced that the legislature had in mind a more inclusive meaning than schoolhouse. The fact that the statute employs the term "school" as above quoted and uses the word "schoolhouse" in connection with the two-mile provision in the same sentence is, in our view, significant. "School" is a generic term and denotes an institution for instruction or education and is not measured by the walls of a building. State v. Kalaher, Wisc. 129 N.W. 1060. [[Orig. Op. Page 4]] Having determined that the local boards must decide where their buses may travel we offer the following counsel and suggestions for their consideration: 1. School buses may not be leased or loaned to individuals or organizations. See the opinion of this office to the governor, dated July 11, 1942, which denied such authority even for the purpose of providing farm labor transportation during the war emergency. 2. No charge may be made of the passengers. School buses are licensed upon a tax-exempt basis under RCW 46.16.020. To charge a fare would cause such vehicles to acquire a "for hire" status as defined by RCW 46.04.190. 3. Trips outside the district must have the specific authorization of the local board. To justify such trips the board should find: (a) That the purpose of the trip is to permit the students to participate in a school activity; (b) that the school's participation is such activity is sponsored, directed and supervised by school district authorities as a definite part of the curriculum or educational program of the district; and (c) the student participants to be transported must be required to participate in the activity as a part of the curriculum or educational program. 4. A substantial portion of the cost of purchase and operation of school buses comes from state funds. This money comes from taxpayers irrespective of whether or not their children use such school transportation facilities. 5. Local boards should adopt written rules for their own districts which define the school transportation program. By way of illustration, a district board may make a formal policy determination that all regularly scheduled league football and basketball [[Orig. Op. Page 5]] games are an integral part of the high school physical education program and that participation of the school band at a Memorial Day parade and at a community festival in neighboring towns is a recognized part of the music department curriculum. In such situations the student participants in these activities should be entitled to be transported in district buses if the local board decides to do so. We have every confidence that the primary consideration of school directors has been and will continue to be the best interest of the school children. We share what we conceive to be the view of the legislature: that local boards of school directors should manage the transportation systems of their districts, that they will exercise prudence and good judgment and with a full awareness of their responsibilities. We are submitting a copy of this opinion to the Legislative Council because we feel this subject is deserving of its review and careful consideration. We sincerely hope the foregoing comments will prove helpful. Very truly yours,DON EASTVOLDAttorney General ANDY G. ENGEBRETSENAssistant Attorney General

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Teacher accused of fondling student says she doesn’t like to touch black children Saturday, Apr 20 at 11:41 AM HOUSTON, Texas -- A Humble private school teacher accused of fondling a student has been charged with indecency with a child, but is denying the allegations by saying she’s prejudiced. The incident allegedly happened on March 1 inside a classroom at Northwest Preparatory Academy, which is located in the 600 block of Charles Street. “The victim said that she was in the classroom alone with the teacher and that the teacher touched her on the outside of her clothes, on what she called her ‘private part,’ her vaginal area,” said Humble Police Department Detective J. Blanchard. The girl said when she told Stokes to stop, Stokes told her to get out of the classroom, according to court records. The girl told investigators that Stokes made her stand out in the hallway outside of the class and then refused to allow her to eat lunch or take a test. The child’s mother contacted school officials and was able to confirm that the girl did not eat lunch at school that day. Stokes denied the allegations. “She (said she) doesn’t like to even touch the black children on their hand, she shies away when they try to hug her -- she admitted to being prejudice,” Blanchard said. Stokes also allegedly told investigators that she “doesn’t like the student and has little to no interaction with her,” according to court records. A spokesperson for the school says Stokes is no longer employed at the campus. “The employee involved was immediately placed on administrative leave as soon as the complaint was received, and the matter was investigated. As a result of the Academy’s investigation, the staff member in question has been terminated,” the school said in a statement released Tuesday. Stokes is scheduled to appear in court on May 21. She was released from jail on a $10,000 bond. In May, three Northwest Preparatory Academy staff members were charged with felony injury to a child charges after allegedly over disciplining a seventh grade girl. Next article Become an agent of S.H.I.E.L.D. with your favorite Marvel superheroes Police officers take hundreds of at-risk kids Christmas shopping MCSO donates gifts to boy mauled by Mickey the pit bull Chef Dad's Cheesy Ham & Rice Casserole Mobile Success Unit helps job seekers Mobile Success Unit helps job seekers Mobile Success Unit helps job seekers Chef Dad's Cheesy Ham & Rice Casserole More>>

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Home > Online Gallery > Sacred texts > Benedictional of St Aethelwold Benedictional of St Aethelwold This manuscript, which was made for the personal use of Aethelwold, bishop of Winchester from 963 to 984, one of the leaders of the late 10th-century monastic revival in England, is an outstanding masterpiece of Anglo-Saxon book painting. Enlarged image Zoomable high-resolution image Benedictional of St Aethelwold: Entry into Jerusalem. Winchester, c.970-980 British Library Add. MS 49598, f. 45v Copyright © The British Library Board What is this book and when was it made? The Benedictional of St Aethelwold contains special prayers for use by the bishop when pronouncing a blessing over his congregation at mass. The text is written in Latin. An inscription early in the book describes how the manuscript came to be made: "A bishop, the great Aethelwold, whom the Lord had made patron of Winchester, ordered a certain monk subject to him to write the present book... He commanded also to be made in this book many frames well adorned and filled with various figures decorated with many beautiful colours and with gold... Let all who look upon this book pray always that after the term of the flesh I may abide in heaven – Godeman the scribe, as a suppliant, earnestly asks this." Aethelwold I was Bishop of Winchester from 29 November 963 until his death on 1 August 984, so the manuscript was produced between those dates. Its references to the miracles of St Swithun probably date it post-971, the year that accounts of those miracles became available in translation. Godeman, the scribe, was a monk from Winchester who was apparently Aethelwold's chaplain. What is illustrated in the book? Each of the principal festivals of the church year and a number of the most important saints, including Winchester's special patron, St Swithun, are represented among its 28 surviving miniatures. Swithun, an early Bishop of Winchester who died in 862, is known today in English folklore: that the weather on St Swithun's Day, 15 July, determines the weather for the next 40 days. As well as Swithun, special prominence is given in the book to another English saint, Aethelthryth of Ely. Aethelwold was a major patron of the arts and is reputed himself to have been a skilled worker in precious metals. What is the style of illustration used here? The Benedictional is probably the finest example of the 'Winchester School': a painting style of English illuminated manuscripts produced during the late tenth and early 11th centuries, primarily at Winchester, but also at other monasteries in southern England such as Canterbury. It is characterised by bold, incisive lines, and lavish ornamentation. Heavy borders decorated with acanthus designs feature on many pages, such as the one illustrated here. Eventually such page upholstery became regarded as over-sumptuous and out of fashion, and a lighter, sketchier style of illustration influenced by Continental work came in. What does this page show? This miniature shows Christ's entry into Jerusalem. Christ is astride a donkey, followed by a group of people with golden palm branches. Two youths at the city gate spread mantles under the donkey's feet, and above them other figures lean out from the city walls or are up a tree throwing flowers. The scene is surrounded by frame of Winchester-style acanthus, with round bosses at each corner. Models for both illustrations and decoration were provided by earlier manuscripts and by ivory carvings from the Carolingian Empire. Explore treasures of the world's great faiths More sacred texts Disclaimer | Privacy | Copyright © The British Library Board

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Home » DART Alumna Kate Trotter to be awarded Distinguished Alumni Prize for the Humanities DART Alumna Kate Trotter to be awarded Distinguished Alumni Prize for the Humanities News around Campus DART Alumna Kate Trotter to be awarded Distinguished Alumni Prize for the Humanities Published on September 28 2012 Kate Trotter, a celebrated actress of theatre, cinema and television will be presented with the "Distinguished Alumni Prize for the Humanities" on March 31, 2012 at Brock University. Ms. Trotter graduated from Brock University with a Bachelor of Arts (Honours) in Dramatic Literature, First-Class Standing, in 1975 and the National Theatre School of Canada in 1978. During the past 37 years Ms. Trotter has established an international reputation as a lead actress in film, television and stage production. Roles in theatre have included significant work in both classics and modern pieces: she has performed in Canadian plays by Anne Chislett, Tmothy Findley, David French, John Murell and Sharon Pollock among others as well as various Shakespeare, comic, tragic, and lyric theatre productions. She has collaborated with Canadian luminaries such as Martha Henry, Bill Hutt, Brent Carver, Robin Phillips, Richard Monette, RH Thompson, Al Waxman, Bill Shatner and Donald Sutherland. Roles in cinema include Marie Currie in Glory Enough for All, and working alongside actors such as Charles Bronson, Angelina Jolie, James Woods, the three Carradine brothers, Claire Bloom, Clive Owen, Gary Sineese, Whoopi Goldberg, Edward Woodward, Jon Voight and Sophia Loren, to name a few. Her numerous roles in television include Being Erica, The Murdoch Mysteries, The Jane Show and CSI. She has also directed for the National Film Board and for women in the director’s chair as well as for the stage. Ms Trotter has taught Shakespeare at George Brown College, is co-founder of a program supporting kids at risk called youth and the law and for several years has been part of training programs for Canadian judges teaching communication skills in the courtroom. The "Distinguished Alumni Prize for the Humanities" was founded in 2002 to celebrate the achievements of Brock's finest graduates. The award is conferred upon alumni who have made outstanding contributions to their field of study and the larger Brock community, as both a scholar and role model. On March 30, 2012 from 7pm-9pm the Department of Dramatic Arts will be hosting a special event (Studio Theatre ST 107) to introduce Ms Trotter to our current students and aspiring artists. All DART students and faculty are welcome to join the Department as we celebrate her success and raise a glass to toast this alumna of Brock Theatre. For more information see Ms Totter's YouTube DEMO REEL or her entries in the Internet Movie Database and Canadian Theatre Encyclopedia (last updated 2009). A poster advertising the event is available for download. Bookmark/Search this post with: Kate Trotter

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Faculty Briefs Interview: Monoe Price Renovation News Judge Greenaway Commencement Speech Student Blog from New Orleans & Biloxi Building a Real Estate Career Monroe Price was dean of Cardozo for nearly 10 years, and is known throughout the Law School community as a most creative thinker, a prolific writer and scholar, and someone with interests and expertise that span Indian affairs, legal history, media law, art history, and more. Now, he is, as noted by Dean David Rudenstine, the first Cardozo professor to hold a joint appointment. In 2004, Professor Price was named director of the Center for Global Communication Studies (CGCS) and adjunct full professor at the Annenberg School for Communication at the University of Pennsylvania. An Interview with Monroe Price Joseph and Sadie Danciger Professor of Law Director, Howard M. Squadron Program in Law, Media and Society We met on a warm day at Monroe Price’s apartment on the Upper West Side of Manhattan, where the large open windows let in the breezes as well as the street noises of this busy neighborhood. Price and his wife, Aimee, an art historian, have lived in the apartment for all but two years since moving to New York in 1982 when Price was appointed Cardozo’s dean. It very much reflects the energy, comfort, and years of globetrotting the couple have enjoyed. The old world apartment contains an eclectic collection of books and art work. Price said, “We’ve been collecting for 35 years. Aimee says it’s an ‘assortment.’ There’s a lot of social realism and work from California gathered when I taught at UCLA. It represents a lot of my own activities. There is stuff reflecting my interest in Hungary. There are a lot of Russian materials from my time there. I collect family photo albums—black and white from around the world.” Price, who was born in Vienna, came to the United States as an infant in 1939, sailing on the Queen Mary with his family. He grew up in Cincinnati after spending one year in New York and three in Macon, GA. Upon receiving a B.A. from Yale in 1960, he wanted to pursue a career in journalism but decided to go to law school for a military deferment. “For the first time in my life, I excelled. And I thought this is really amazing. I liked legal studies. It was interesting and I was good at it. For that reason, I got on the treadmill—if you will—of the legal academy.” Following his graduation with honors from Yale Law School, Price clerked for Associate Justice Potter Stewart of the US Supreme Court and became an assistant to Secretary of Labor W. Willard Wirtz. In describing his appointment and role at Penn’s Annenberg School for Communications where he is spending three of every four semesters, Price said, “The Center for Global Communications Studies is to make graduate education in communications special. Graduate students and faculty … [in] the field should have a sense of what’s going on in China, India, the Middle East.” In addition, he explains, “the question is how to make a dialogue among disciplines and between Annenberg and other parts of the university.” Price uses his work in Iraq as an example. According to him, the Iraqi broadcasting scene is wildly diverse and lightly regulated. Annenberg’s partner in London, The Stanhope Centre for Communications Policy Research, was commissioned by the Iraqi media regulatory commission to look at how broadcasters and the media function in the current complex political system and to suggest reforms. The final report, an essay about Iraqi media, and a foreword by Price are being published in the Cardozo Arts and Entertainment Law Journal (Volume 25, number 1). At Penn, Price teaches one seminar a semester and is always looking for ways to collaborate with Cardozo. For example, Annenberg and Cardozo have cooperated in strengthening the Center for Media and Communications Studies at Central European University (CEU) in Budapest. In 2005, a conference on hate speech was cosponsored by both institutions. “There was one session at Cardozo and one at CEU,” explains Price. Annenberg has built on the framework established by Cardozo’s program at Oxford University and redesigned the summer institute there to widen its focus. This summer young regulators, Ph.D. students, and lawyers will gather for Technology and New Themes in Media Regulation. He interconnects his two appointments in several other ways. One is through research assistants. Inna Barmash ’07, who was head of the Squadron Program this year, also worked on the Iraq study. The Programme in Media Studies at Oxford has now been transformed into an Annenberg/ Oxford/Cardozo program, and Price had a Cardozo student help run it last summer. Jennifer Blecher, who just completed her first year at Cardozo, will go to Jordan this summer as part of a three-year effort by Annenberg to build the program in media law and policy at Al Isra University. It’s not only students who benefit from the dual aspects of Price’s work. He invites Cardozo faculty to participate, too. Prof. Justin Hughes, director of Cardozo’s Intellectual Property Law Program, participated in a summer 2006 workshop that is part of an ongoing research project in China led by Price. A group of international scholars is working with the communications department at the University of China, looking at the media in light of the 2008 Beijing Olympics. Price was appointed dean at Cardozo when the Law School had barely graduated three classes. He arrived having been a faculty member at UCLA Law School, which was then about the age that Cardozo is now—30. According to Price, “The world is divided into law schools created before and after World War II. … UCLA is a postwar law school and that marks it.” However, UCLA experienced a history very different from that of Cardozo because, explains Price, there was only one other major law school in Los Angeles—University of Southern California. UCLA Law also offered free tuition and was part of an academically rich California public university. In reminiscing about his early impressions and ambitions for Cardozo, he said that for him the big question was, “How does the School distinguish itself in a city with 13 other law schools? I saw two problems. One was too much effort was spent trying to mirror Columbia or what I call having a fascination with a ‘museum’ of American legal education. And the other was how to innovate nationally rather than thinking only in terms of New York’s highly competitive environment.” He sought solutions that would be especially helpful to Cardozo’s faculty, whom he found “extraordinarily talented, … highly aspirational, and ambitious. “A problem that plagued me throughout my tenure was convincing the faculty that I was doing OK things, and getting the University to support my strategy,” said Price. He enumerated several elements to his plan. First, he wanted to “give the faculty individually the sense that they could do things and … we wouldn’t say no.” Another was coming up with a way to get Cardozo known to law firms. He worked also, quite successfully, to position the Law School as part of the vanguard of legal education. To develop closer ties to the judiciary, he instituted the Alexander Fellows Program, which places Cardozo students as interns in judge’s chambers. He supported the founding of a journal in law and literature and established a “summer institute” that would give students firsthand experience in key New York industries. His energy and ideas were making a difference in the public’s perception of Cardozo; during his tenure the Law School was named “up and coming” by USNews & World Report. But the clearest example of the kind of thinking Price engaged in as dean was his desire to find areas of specialization that would be, according to him, “exciting in New York and exciting for our students … that would mark us.” Price wanted to see Cardozo develop intellectual specializations around areas of the law rather than having students learn just general skills. Students would then concentrate their study in their desired specialty. “The focus on the entertainment industry—or intellectual property—came from this conception of a bright Cardozo future,” said Price. Since the Law School began offering students the opportunity to concentrate in an area of specialization, a growing number have chosen this option. In 2006, approximately a third of all Cardozo J.D. candidates graduated with a concentration—half of them in intellectual property. Finally, the challenge Price faced was how to package these efforts and help push Cardozo to the forefront in the minds of its various publics—especially prospective students. He explained, “A medical school can say ‘we cure cancer.’ Was there an equivalent at a law school? We were trying to develop passion and support, and the clinics (like Barry Sheck’s Innocence Project) were part of that.” According to Price, “Clinics were definitely touch and go then. Both the faculty and the University were concerned because they were expensive, they took on what seemed to be scary cases, they did not seem to be efficient in terms of teaching. I feel very proud of supporting clinics,” said Price. “They were something that had emotion and passion attached to them.” When asked about other accomplishments of which he was proud, Price pointed to the founding in the early 1990s of The Samuel and Ronnie Heyman Center on Corporate Governance. “It was a really important issue in American society: How corporations were run. Sam Heyman was on the Cardozo Board, so we could get support. And, given that we were in New York, it seemed an area we could pioneer and get behind.” When asked how he would describe Cardozo today, he called it “a kind of bipolar law school” that provides a fine education, with a sustained commitment to the intellect, one that offers interdisciplinary courses like law and literature as well as skills training. “You have the faculty holding Ph.D.s on one hand and the clinicians on the other.” Price still seems intrigued and bothered by the question of how to distinguish Cardozo’s academic program so that it stands out in the minds of prospective students. “People choose to go to graduate school because of a particular professor or the quality of a program. So how do we do the same?” As he continues to grapple with the question, he is trying to determine how you can offer law students what he calls “an alternative architecture to law school.” He explains that students would be able to choose a progression or “an informal pathway through law school, with a clinic, a seminar, a journal, and a career path.” Another question for him is: How does Cardozo become international? “That was one of my aspirations for the Law School that has partially succeeded…. I would like Cardozo to develop first-year curriculum opportunities for students to think internationally so they are not fixed in a particular way of thinking and then have to change it…. This is a very hard thing to do—to alter the culture of the Law School or any institution. Now I hope to play somewhat the same game at Annenberg.” "In reminiscing about his early impressions and ambitions for Cardozo, he said that for him the big question was, How does the School distinguish itself in a city with 13 other law schools?"

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Background: World Mission Sunday Catholic World News - October 19, 2012 On October 21, the Church around the world will commemorate World Mission Sunday. The theme of Pope Benedict’s message for the day is “Called to radiate the Word of truth.” “This year the celebration of World Mission Day has a very special meaning,” began the Pope’s message, which was released in January. “The 50th anniversary of the beginning of the Second Vatican Council and of the opening of the Year of Faith and of the Synod of Bishops on the theme of the New Evangelization contribute to reaffirming the Church's desire to engage with greater courage and zeal in the missio ad gentes [mission to the nations] so that the Gospel may reach the very ends of the earth.” World Mission Sunday was instituted by Pope Pius XI in 1926 and first commemorated in 1927. As Blessed John Paul II explained in 2001, Pope Pius “accepted a request by the Pontifical Society for the Propagation of the Faith to ‘establish a day of prayer and propaganda for the missions’ to be celebrated on the same day in every diocese, parish and institute of the Catholic world ... and to encourage offerings for the missions.” Additional sources for this story Pope Benedict: Messages for World Mission Day (Holy See) Blessed John Paul II: Messages for World Mission Day (Holy See)

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More KJV Resources Visit our King James Bible 400th Anniversary Section Visit our Online Bible section Visit Superbook Discover Listen to King James Radio Minutes on CBN Radio CHURCH HISTORY The KJV -- A Lasting Monument to William Tyndale By Julie Roys Moody Radio CBN.com – For the past four centuries, the King James Version of the Bible has reigned supreme. Soon after its completion in 1611, it became the translation of choice for almost all English-speaking Protestants. Some 350 years after its creation, Winston Churchill hailed it a “masterpiece” and George Bernard Shaw called the King James Version “magnificent.” Today, even the famous atheist Richard Dawkins admits, “Not to know the King James Bible is to be, in some small way, a barbarian.” Yet, who do we have to thank for this incredible work? Truly, King James provided the vision and resources necessary to create the version that bears his name. This published scholar, linguist, and poet assembled some 47 scholars who worked tirelessly for seven years to produce the king’s “Authorized Version.” Still, King James’ magnum opus never would have been produced had it not been for a simple cleric who lived nearly 100 years earlier. His name was William Tyndale. And, Tyndale lived and died for one consuming passion: he wanted the boy who quote – “driveth the plough” – to know Scripture every bit as well as the priest who led his congregation. That’s a noble aspiration today, but in the 1520s, it was heretical. The Catholic Church had forbidden that the Bible be translated into the common language. The church viewed an informed public as a threat to its power. And, many priests feared a biblically literate populace would better recognize their corruption. As the Bishop of London expounded at the time, the Bible in “the vulgar tongue . . . will without doubt infect and contaminate the flock committed to us.” Tyndale, however, embraced the doctrine of the priesthood of all believers – that God commissions all believers to be ministers of His Word. Tyndale also rightly understood that the church would never reform as long as laypeople were denied God’s truth. Tyndale fled to Germany in 1524 and the next year, produced the New Testament in English. This New Testament was then printed and smuggled into England. And, in 1530, Tyndale completed and printed the Pentateuch in English, as well. Five years later, though, a friend betrayed Tyndale. He was captured and imprisoned in a castle near Brussels. There he languished for more than 430 days without heat or light. Eventually, Tyndale was charged with treason and hanged. Yet, right before Tyndale died, he cried out, “Lord, open the king of England’s eyes!” That God did in the early 1600s. And, nearly 90-percent of Tyndale’s Bible passed into the King James Version. Truly, this version stands as a lasting monument not just to King James, but to William Tyndale – a martyr and hero of the faith. All of us who own a Bible owe Tyndale a great debt.. Julie produces features, commentaries, and special programs for Moody Radio in Chicago. She also regularly joins the Morning Ride for discussions on a variety of topics, spanning politics, theology, and Christian living. Julie holds a bachelor’s degree in history from Wheaton College and a master’s degree in broadcast journalism from Northwestern University. In the past, she’s worked for a CBS affiliate, WGN-TV, and Fox News in Chicago. However, before coming to Moody, Julie took 13 years off to raise her children and work part time for her church as a youth leader. She currently lives in the northwest Chicago suburbs with her husband, Neal, two teenage sons and one daughter.

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